School of Education Field Placement Office

Transcription

1 School of Education Field Placement Office Student Teaching Handbook

2 CONTACT INFORMATION Holy Family University Philadelphia Campus 9801 Frankford Avenue Philadelphia, PA School of Education Office Education Technology Center, Room Field Placement Office Education Technology Center, Rooms 438 & 441 Director of Field Placement: Field Placement & Certification Compliance Coordinator: Note to the reader: An electronic version of this handbook and all related forms and documents is available online. Visit the Field Placement webpage at for information. 2

3 1.0 Holy Family University 1.1 Mission Statement 1.2 Core Values 2.0 Introduction 2.1 Student Teaching 2.2 The Intern Student Teacher 3.0 School of Education Program Outcomes 3.1 Program Outcomes TABLE OF CONTENTS PDE Student Teaching Competencies The Role and Responsibilities of the Student Teacher 5.1 General 5.2 Relationships 5.3 Preparedness 5.4 Attendance 5.5 Professional Conduct 5.6 Substitute Teaching 5.7 Liability Insurance 5.8 Clearances 5.9 Problem Resolution 5.10 Withdrawal from Student Teaching 5.11 Changes of Assignment 5.12 Student Teacher Evaluation and Grading The Role and Responsibilities of the Cooperating Teacher 6.1 Requirements 6.2 Responsibilities 6.3 Benefits 6.4 Problem Solving 6.5 Related Documents Cooperating Teacher Evaluation of the Program (pp ) Cooperating Teacher Student Feedback Form (pp ) 7.0 The Role and Responsibilities of the University Supervisor 7.1 Overview 7.2 Orientation and Coordination 7.3 Supervision 7.4 Problem Resolution 7.5 Suggested Practices 7.6 Evaluation and Grading 7.7 Program Improvement 7.8 Related Documents Lesson Observation Form, Long Format (pp ) Lesson Observation Form, Quadrant Format (p. 28) Lesson Observation Form, Narrative Format (p. 29) PDE-430 (pp ) Student Teaching Requirements: Description & Responsibilities Course Requirements: Student Binder 9.1 Roles and Responsibilities

4 9.2 Description 9.3 Related Documents Clearance Requirements (pp ) Emergency Contact Information (p. 38) Supervisor s Visitation Record (p. 39) Checklist of Experiences (pp ) Experienced Teacher Observation Analysis Guide (p. 42) Video and/or Audio Taping of Lessons (p. 43) 10.0 Course Requirements: Assumption of Teaching Duties 10.1 Roles and Responsibilities 10.2 Suggested Timeline 11.0 Course Requirements: General/Weekly Reflections 11.1 Roles and Responsibilities 11.2 Requirements 11.3 Related Documents Student Teacher Reflective Journal, Format A (p. 46) Student Teacher Reflective Journal, Format B (p. 47) PSSA Domain Rubric for Writing (p. 48) 12.0 Course Requirements: Focused Reflection on Evaluative Criteria 12.1 Roles and Responsibilities 12.2 Requirements 12.3 Related Documents PDE Student Teaching Competencies (pp ) PDE-430 (pp ) Code of Professional Practice and Conduct for Educators (pp ) 13.0 Course Requirements: Focused Reflection on Standardized Testing 13.1 Roles and Responsibilities 13.2 Requirements 14.0 Course Requirements: Focused Reflection on Professional Development 14.1 Roles and Responsibilities 14.2 Requirements 14.3 Related Documents Student Teacher Mid-Semester Self-Assessment (pp ) Student Teacher End-of-Semester Self-Assessment (pp ) 15.0 Course Requirements: Daily Lesson Plans 15.1 Roles and Responsibilities 15.2 Requirements 15.3 Related Documents Holy Family Daily Lesson Plan Template (p. 70) Instructions for Completion (pp ) Sample Daily Lesson Plan (pp ) 16.0 Course Requirements: Weekly Lesson Plans 16.1 Roles and Responsibilities 16.2 Requirements 16.3 Related Documents Weekly Lesson Plan, Template A (p. 78) Weekly Lesson Plan, Template B (p. 79)

5 17.0 Course Requirements: Unit Lesson Plan 17.1 Introduction 17.2 Related Documents Unit Lesson Plan Proposal (p. 81) Unit Lesson Plan Template (pp ) LIST OF DOCUMENTS AND FORMS Cooperating Teacher Evaluation of Student Teaching Program Cooperating Teacher Student Feedback Form Lesson Observation Form, Long Format Lesson Observation Form, Quadrant Format 28 Lesson Observation Form, Narrative Format 29 Clearance Requirements Emergency Contact Form 38 Supervisor s Visitation Record 39 Checklist of Experiences for the Beginning of the Student Teaching Experience Experienced Teacher Observation Analysis Guide 42 Video and/or Audio Taping of Lessons 43 Student Teaching Reflective Journal, Format A 46 Student Teaching Reflective Journal, Format B 47 PSSA Domain Rubric for Writing 48 PDE Student Teaching Competencies PDE Code of Professional Practice and Conduct for Educators Student Teacher Mid-Semester Self-Assessment Student Teacher End-of-Semester Self-Assessment Daily Lesson Plan Template 70 Daily Lesson Plan Template, Instructions for Completion Sample Daily Lesson Plan Weekly Lesson Plan, Template A 78 Weekly Lesson Plan, Template B 79 Unit Lesson Plan Proposal 81 Unit Lesson Plan Template Note to the reader: An electronic version of this handbook and all related forms and documents is available online. Visit the Field Placement webpage at and locate the link to the handbook and related forms and documents under the Student Teaching tab. 5

6 1.0 HOLY FAMILY UNIVERSITY 1.1 Mission Statement Holy Family University, a ministry of the Sisters of the Holy Family of Nazareth, offers education in the liberal arts and professions through graduate, undergraduate, and non-degree programs. As a Catholic University, Holy Family seeks direction and inspiration from the life and teaching of Jesus Christ, affirms the values of the Judeo-Christian tradition, and witnesses to the dignity of each person and the oneness of the human family. Holy Family University educates students to assume lifelong responsibility towards God, society and self. 1.2 Core Values Family. Holy Family University welcomes and cares for students, faculty, and staff as members of a diverse but interconnected family. A community united by a common mission, the University promotes an atmosphere of mutual concern and attention to the spiritual, intellectual, social, emotional, and physical needs of all those whom it serves. Respect. Holy Family University affirms the dignity of the human person through openness to multiple points of view, personalized attention, and collaborative dialogue in the learning process and in the interaction among members of the University community. The University seeks to instill appreciation of and respect for differences so that its graduates can function successfully in multicultural contexts. Integrity. Intent upon forming persons of integrity who recognize the importance of lifelong learning, Holy Family University advocates free and conscientious pursuit of truth and the responsible use of knowledge. It bases education upon a foundation in the liberal arts that highlights the humanities and the natural and social sciences. In keeping with the teachings of the Catholic Church, concern for moral values and social justice guides the University in designing programs and activities. Service and Responsibility. Holy Family University incorporates its motto, teneor votis ("I am bound by my responsibilities"), into curricular, co-curricular, and extracurricular programs. Reflecting this motto, educational experiences at the University apply theory to practice and course content to serving human needs. The University educates individuals to become competent professionals and responsible citizens. Learning. Holy Family University seeks to instill in its students a passion for truth and a commitment to seeking wisdom. It promotes values-based education, creative scholarship, informed and imaginative use of research and technology, and practical learning opportunities such as cooperative-education and internship programs. The University seeks to strengthen ethical, logical, and creative thinking; to develop effective communication skills; to nurture an aesthetic sense; and to deepen global, social, and historical awareness. Vision. Holy Family University envisions learning as a dynamic and fruitful exchange between traditional sources of wisdom and contemporary developments in knowledge. Throughout the teaching and learning process the University seeks to embody Christian philosophical and theological perspectives. It offers an education grounded in a Judeo-Christian worldview that serves as a foundation upon which to address contemporary problems and to build a vision for the future. 6

7 2.0 INTRODUCTION 2.1 Student Teaching Student teaching is a full-time, semester-long laboratory experience that serves as a capstone to the university s teacher education programs. Student teaching is designed to be a carefully sequenced, professionally guided assignment in a school classroom. As a clinical experience, student teaching is intended to provide the prospective teacher with the opportunity to observe, work cooperatively with, and learn from practicing professionals in the field. The primary objective is to have the student gradually assume teaching responsibilities in a supportive and supervised environment. A secondary objective is to provide the student with opportunities to learn about and participate in the full range of activities associated with the larger school context. These experiences together replicate in large measure the role and responsibilities of professional teachers. Student teaching is a minimum fourteen (14) week experience and is a requirement of all teacher certification programs. Each student s placement is intended to provide an authentic learning experience under the mentorship of a veteran teacher holding a valid certificate in the student s targeted area of certification. The University s goals for the student teaching experience include the following: 1. The student will learn how to relate the knowledge, skills, and attitudes acquired in the teacher education program to direct classroom experiences. 2. The student will gain experience in performing the professional duties of a classroom teacher and will learn how to apply and test principles of learning, teaching and assessment with varied learners. 3. The student will acquire skills in recording and analyzing teaching experiences and in discussing, sharing, and reflecting upon the implications of these experiences for self and others. 4. The student will heighten his/her understanding and awareness of the larger school environment and culture, its relationship to the surrounding community, and its relevance to the teacher s work. 5. The student will acquire skills in recognizing and providing accommodations and adaptations for individual student differences. 6. The student will demonstrate entry-level competence in the full range of teaching functions and responsibilities. 7. The student will demonstrate an understanding and appreciation of the Pennsylvania Professional Standards and Practices Commission Code of Conduct and will act consistent with the spirit and letter of this document. See pages The student will affirm his/her personal commitment to, and readiness for, a career in teaching. Student teaching is a graded course. The university-assigned supervisor will evaluate the student teacher on the basis of direct observations of performance, review and timeliness of work products, and feedback from the cooperating teacher and other school professionals. 2.2 The Intern Student Teacher An Intern teacher is employed as a classroom teacher by a school or district entity. Intern teachers are nevertheless responsible for meeting University requirements. These requirements supplement but do not replace the requirements of the employer. The Intern teacher s circumstance can differ significantly from that of the typical student teacher. In recognition of this, University supervisors will make adjustments in student teaching requirements on an as-needed basis. However, the objective is to honor as closely as possible the prescribed student teaching program as outlined in this handbook. 7

8 3.0 SCHOOL OF EDUCATION PROGRAM OUTCOMES 3.1 Program Outcomes All graduates of Holy Family University programs in Education are expected to: 1. Commit to lifelong intellectual growth by demonstrating initiative as a learner and providing evidence of a vibrant intellectual life. They: think critically and engage in problem-solving communicate ideas fluently, accurately and in standard English calculate and compute at the university and professional level set and monitor goals for their own learning 2. Apply university core values and ethical principles. They: articulate direct links between human development theories and best practice in their professional setting apply or promote the principles of democratic classroom communities create or facilitate inclusive learning environments that provide equal access to education for all people regardless of culture, ability level, or educational needs 3. Collaborate with colleagues in professional education communities. They: interact effectively with families, colleagues, and supervisors participate actively in classroom discussions and group work with their peers create or promote a warm and safe learning community in their professional setting, one that is respectful of all diverse groups 4. Demonstrate content knowledge in their field of study as well as in the technology they can use for learning and teaching. They: demonstrate knowledge of the cognitive, physical, social, cultural, emotional, language, and moral development of all learners identify differentiating characteristics of learners, and the law and policies that affect both students and teachers evaluate and select appropriate information technology and multimedia tools and use these to support instructional goals 5. Meet standards and continually improve upon their performance of professional responsibilities. They: attend classes regularly, arrive prepared, and participate actively in class discussions and group projects reflect critically about their teaching and/or learning effectiveness accept and use feedback to modify their approaches to instruction and/or learning 6. Implement or facilitate constructivist teaching. As teachers, they: o plan, implement, and evaluate learning experiences that encourage the active involvement of all students 8

9 o o implement appropriate strategies that communicate the importance of deep exploration and integration of ideas as well as appreciation for the ideas of others evaluate and use a variety of formal and informal assessment tools (e.g., observations, portfolios, interviews, rubrics, tests, etc.) to inform teaching and learning As leaders, they: o o o promote and model active engagement in learning and reflection on complex ideas promote and model respect for ideas of others encourage and model the use of personal attributes to achieve individual potential and to serve the human family 9

10 4.0 PDE STUDENT TEACHING COMPETENCIES PDE Field Experience Competencies for Student Teaching The Pennsylvania Department of Education has published competencies that are designed to inform the development of teacher preparation programs and the evaluation of student teachers engaged in clinical experiences in the field. The competencies are organized under seven headings that parallel and extend the domains in Charlotte Danielson s framework for enhancing professional practice. It is important to note too that the Pennsylvania Department of Education evaluation form (PDE-430) is also organized using Danielson s framework as a guide. Below are the student teaching competencies as published by PDE. University supervisors will evaluate student teachers by matching their performance against the competencies. A. Planning and Preparation A.1: Links content to related research-based pedagogy based on sound educational psychology principles in short- and long-range instructional plans. A.2: Constructs all instructional plans to align with PA Pre-K-12 Academic Standards. A.3: Plans instruction that is responsive to the age and/or related characteristics of their students. A.4: Uses multiple forms of formative and summative assessments to adapt learning goals that match individual student needs. A.5: Plans short- and long-range instruction using appropriate resources, materials, technology and activities to engage students in meaningful learning, based on their instructional goals. A.6: Assesses existing resources and creates and/or accesses additional instructional resources appropriate for learners under their responsibility. B. Classroom Environment B.1: Maintains and promotes a culture which values the development of meaningful, caring, and respectful relationships between teacher and students, and among students. B.2: Creates and maintains a prepared classroom environment as a necessary element to support optimal learning opportunities. B.3: Uses classroom resources to support equity and maximize learning opportunities, which are age-, gender-, individually-, culturally- and ability-appropriate. B.4: Assesses classroom resources in order to make adaptations and accommodations required to differentiate instruction for all learners. B.5: Engages in proactive communication with families and community contacts. B.6: Develops and/or supports systems for student transitions, as well as procedures and routines for instructional and non-instructional responsibilities. C. Instructional Delivery C.1: Uses effective verbal and non-verbal communication techniques. C.2: Uses effective questioning and discussion techniques. C.3: Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate instructional strategies which reflect evidence of student engagement, new learning and assessment. C.4: Uses instructional technology and assesses its impact on student learning. C.5: Provides appropriate progress feedback to students in a timely manner. C.6: Uses active student engagement during instructional delivery. C.7: Uses a variety of formal and informal assessments to measure student responsiveness to instruction. 10

11 C.8: Constructs a thoughtful and accurate assessment of a lesson s effectiveness and the extent to which learning goals were achieved and can offer alternative actions if necessary. C.9: Actively seeks, and is responsive to, constructive feedback offered by the cooperating teacher and university supervisor. C.10: Clearly communicates instructional goals, procedures and content. C.11: Accesses communication technologies to communicate with families regarding student progress. D. Professional Conduct E. Assessment D.1: Communicates with the cooperating teacher regarding instructional and non-instructional record keeping, procedures and routines, and timelines; including, but not limited to, grading, attendance, lesson plans, parent communication, and inter-school needs and assumes these responsibilities as permitted. D.2: Participates in district, college, and regional, state and/or national professional development growth and development opportunities. D.3: Exhibits integrity, ethical behavior and professional conduct as stated in the PA Code of Professional Practice & Conduct for Educators, as well as local, state and federal laws and regulations. D.4: Avoids inappropriate relationships, conduct and contact with students. D.5: Applies safety precautions and procedures. D.6: Complies with school policies and procedures regarding professional dress, attendance, punctuality and the use of technology. D.7: Cultivates professional relationships with school colleagues, families and the broader community; and avoids inappropriate relationships, conduct, and contact with colleagues, families and the broader community. E.1: Uses various kinds of assessments in instruction, including formative, summative, benchmark, behavioral, diagnostic, cognitive, affective and psychomotor. E.2: Makes norm-referenced and criterion-referenced interpretations of assessment results. E.3: Applies interpretations to inform planning and instruction for groups and individual students. E.4: Applies interpretations of status (PSSA) and growth (PVASS) assessment models to inform planning and instruction for groups and individual students. E.5: Constructs assessments to match cognitive, affective, behavioral and/or psychomotor curricular goals. E.6: Constructs assessments to match curricular goals along a continuum of complexity (e.g. Bloom s taxonomy). E.7: Assesses their own professional growth through focused self-reflection. F. Knowledge of Diverse Learners F.1: Appropriately responds to the unique characteristics and learning needs of diverse learners (age, gender, culture or ability) in the classroom. F.2: Promotes a positive learning environment that values and fosters respect for all students. F.3: Differentiates instruction to meet the needs of diverse learners that promotes successful educational performance. F.4: Supports the growth and development of all students, particularly those traditionally underserved. F.5: Communicates with and engages families, caregivers and the broader community. 11

12 5.0 THE ROLE AND RESPONSIBILITIES OF THE STUDENT TEACHER 5.1 General The student teacher is expected to be a positive contributor to the learning experience of the students placed in his/her charge and to the school community of which he or she is a part. This will require a proactive and engaged stance from the first to last day of placement. The student teacher is to be immediately responsive to his/her cooperating teacher, respectful of students and their differences, sensitive to the culture of the host school, and committed to an ethic of service. The student teacher will behave at all times in a manner consistent with University and professional standards. 5.2 Relationships The student teacher will assume responsibility for creating and maintaining growth-enhancing relationships with the cooperating teacher, students and University supervisor. This will require open, honest and frequent communication. 5.3 Preparedness The student teacher will arrive punctually to school each day with all needed materials and with all assignments thoroughly completed. The student teacher will arrive to school dressed in a manner that meets or exceeds host school requirements. For males, the minimum standard is dress shirt, dress slacks and dress shoes. For females, the minimum standard is a dress or skirt at knee length (or) dress pants, dress blouse that covers the chest and midriff, and flat or low-heel dress shoes. Tattoos should be hidden and student teachers should avoid excessive jewelry and makeup. If a host school has a dress-down day, the student teacher may then participate with the prior approval of his/her University supervisor. 5.4 Attendance The student teacher will follow the host school s schedule. The student teacher will be present each day and will remain at the school site for the entirety of the teacher day unless authorized to leave by the University supervisor. If there is a need to be absent, the student teacher will provide his/her cooperating teacher and University supervisor with advance notice of the absence and will document the necessity of the absence with a written statement or doctor s note. If the student teacher was scheduled to teach on the day of an absence, he/she will provide the cooperating teacher with lesson plans for those classes he/she was scheduled to teach. 5.5 Professional Conduct The student teacher will honor the spirit of his/her cooperating teacher, students and host school by refraining from any speech or action that can be characterized as disapproval. Such behavior would be a breach of etiquette and professional courtesy. The student teacher will honor the right to confidentiality that is held by every student and parent. Student names and personal details will not be shared outside the school setting. The student teacher will behave in accordance with the Code of Professional Practice and Conduct for Educators found in the Pennsylvania School Code. This code can be found on pages of this 12

13 handbook and at Substitute Teaching Holy Family University does not permit student teachers to act as substitute teachers while they are student teaching. When a cooperating teacher is absent, it is expected that the host school will cover the teacher s absence with a certified substitute. In such an instance, the student teacher will continue to assume his/her accustomed role and level of responsibility at the discretion of the substitute teacher in order to maintain the continuity of instruction. 5.7 Liability Insurance Student teachers are encouraged to purchase professional liability insurance. Please note that the University does not provide liability coverage for students in the field. An easy and cost-effective means of purchase is to join the Student PSEA or Student NJEA, depending on the state in which the student is placed. Visit for information on PSEA membership and for information on NJEA membership. Both state organizations offer $1,000,000 of liability coverage with membership. The cost of membership is very reasonable. 5.8 Clearances Student teachers register copies of the following documents with American DataBank prior to the start of student teaching. Tuberculosis (PPD) Test Pennsylvania Child Abuse Clearance (Act 151) Pennsylvania Criminal History Background Check (Act 34) Federal Criminal History Record/Fingerprinting (Act 114) Arrest/Conviction Report and Certification Form (Act 24) See pages for additional details. 5.9 Problem Resolution Student teachers may encounter professional or personal problems throughout the semester that require the intervention and assistance of school or University officials. In these instances, student teachers are to proceed in accordance with the following general outline. If a classroom-based concern, speak first with the cooperating teacher and then University supervisor. If a personal problem, speak with the University supervisor. If the problem requires the attention of the cooperating teacher and/or Director of Field Placement, the University supervisor will guide the student teacher Withdrawal from Student Teaching A student teacher may be removed from his/her assignment for one or more of the following reasons. Illness or emergency Inappropriate conduct Failing to meet minimal performance standards 13

14 On request of the school administration or the cooperating teacher and with the approval of the Director of Field Placement 5.11 Change of Assignment The Field Placement Office is responsible for student teacher assignments and reserves the right to make changes in assignment at its discretion. Factors that might contribute to a change in assignment include but are not limited to the following. Extended illness or resignation of the cooperating teacher Request by the cooperating teacher to be relieved of responsibility for the student teacher Request by the school administration for a change in student teacher assignment A report by the University supervisor that such a change is in the best interest of the student teacher As a result of a work stoppage 5.12 Student Teacher Evaluation and Grading The University supervisor will assess the student teacher s performance by means of observations at regular intervals and will measure this performance against state-required competencies. The University supervisor s goal is to complete a minimum of six formal observations in the semester. The University supervisor will share these assessments of performance with the student teacher both orally and in writing. The purpose of this practice is to encourage the student s growth and to track improvements in his/her performance. The University supervisor will complete a midterm evaluation of the student teacher using the stateapproved PDE-430 form. The evaluation will be shared with the student teacher and will be used as a means of highlighting strengths and addressing weaknesses. A rating of one or better in each category on the midterm PDE-430 will satisfy the University s comprehensive exam requirement. A rating of zero in one or more categories will result in the student being required to sit for a written comprehensive examination. The student must earn a passing grade on the comprehensive examination to meet graduation requirements. o The student teacher should review and be familiar with the criteria outlined on the PDE-430 form. See pages The University supervisor will complete a final evaluation (PDE-430) of the student at the end of the semester. This evaluation will be shared with the student teacher and will reflect the student s performance from midterm to end of semester. A rating of one or better in each category is required for teacher certification. A rating of zero in one or more categories will make the student ineligible for teacher certification. The University supervisor will issue the student teacher an alpha grade of record. This grade will be based on the sum of the University supervisor s experience with the student teacher. The grade will be consistent with the substantive feedback given the student over the course of the semester and will factor in formal and informal feedback from the cooperating teacher. The student teacher should not be surprised by the final grade. 14

15 6.0 THE ROLE AND RESPONSIBILITIES OF THE COOPERATING TEACHER 6.1 Requirements Three or more years of successful teaching experience. Principal and/or district approval. State certification in assigned teaching role. Desire to actively mentor and guide an aspiring teacher. Willingness to coordinate the student teaching experience with a University supervisor. 6.2 Responsibilities Assist the student in acclimating to the classroom, school and community. o Introduce the student to significant others in the school setting. o Familiarize the student with classroom and school requirements and routines. Assist the student in coordinating observations of other certified teachers, the purpose of which is to broaden the student s exposure to varied instructional approaches and methodologies. Share your thought processes relative to instructional planning and delivery. Students will learn a great deal from you as you think out loud! Introduce the student to graduated instructional and non-instructional responsibilities, being mindful that the student is required to assume full responsibility for planning and instruction for a minimum of three consecutive weeks. Think in terms of transitioning to and from this three-week requirement such that the flow of instruction for your students is maintained and protected. You will want to consider the process and timeline by which the student teacher s responsibilities are increased and withdrawn. Review and approve the student s lesson plans. Monitor the student s progress and mentor with intent to build his/her professional capacity. Expect and demand a high standard of performance, while keeping in mind that the student is a relatively inexperienced pre-professional. Offer the student written feedback at the midpoint and end of semester using the Cooperating Teacher Feedback Form found on pages Discuss this feedback with the student and then forward a copy of the completed form to the University supervisor for his/her interest. Maintain regular contact with the University supervisor. View the supervisor as your collaborator and partner. Complete the Cooperating Teacher Evaluation of the Student Teaching Program. See pages Your feedback is important. Your ideas for improvement will help the University better meet the needs of its students. 6.3 Benefits Cooperating teachers benefit from mentoring in several ways. The act of mentoring invites the cooperating teacher to formulate and express the reasoning behind his/her own practice. This act of reflection can refine and strengthen the mentor s own teaching. The act of mentoring is a gift to the profession. By mentoring, the cooperating teacher is helping to shape and inform the next generation of teachers. The act of mentoring affords the cooperating teacher the opportunity to learn from a current student of teaching. The act of mentoring affords the cooperating teacher the opportunity to be invigorated by a preservice teacher s enthusiasm and passion. 15

16 The act of mentoring affords the cooperating teacher the opportunity to distribute and heighten instructional services to students. 6.4 Problem Solving If there is a concern with the performance and, or, disposition of the student teacher, please advise your school administrator and take the following steps. Discuss the concern with the student teacher and his/her University supervisor. Be clear about your expectations. If the concern continues after discussing the matter with the student teacher and University supervisor, request a meeting with the Director of Field Placements. This request can be made through the University supervisor or directly with the Field Placement Office by telephoning that office at or Related Documents Cooperating Teacher Evaluation of Student Teaching Program (page 17-18) Cooperating Teacher Feedback Form (pages 19-20) The University will acknowledge the mentorship of cooperating teachers with a tuition-free voucher for an eligible Holy Family University course and an invitation to a celebratory dinner. 16

17 Teacher Name: School: COOPERATING TEACHER EVALUATION OF STUDENT TEACHING PROGRAM Date: Student Teacher: Directions The School of Education of Holy Family University is interested in your feedback as a tool in the ongoing evaluation and improvement of programs and services. Please respond to the following based on the sum of your experience this semester. Check the column that most nearly captures your assessment of each program element Poor Fair Average Good Excellent 1. Sequence and organization of experiences developed for the student teaching program 2. Goals and objectives of the student teaching program 3. Orientation, guidance, and support given to the cooperating teacher 4. Supervision and guidance of the student teacher provided by the University supervisor 5. Effect of student teacher on pupil learning 6. Effect of student teacher on classroom discipline and pupil behavior What are the strengths of the student teaching program? How could the student teaching program be improved? 17

18 PART B: Evaluation of Student Teaching Program Competencies Place a check in the column that most nearly captures your assessment of each program competency How important is this competency? How well was the competency demonstrated by your student teacher? Rate each item using the 1-4 Likert Scale with 1 being LOW and 4 being HIGH 1. Understanding and following your school policies and procedures Planning and preparing for instruction Teaching and classroom interaction skills Oral and written communication Classroom management skills Instructional assessment skills Personal and professional skills Comments, concerns and suggestions for improvement: 18

19 HOLY FAMILY UNIVERSITY Cooperating Teacher Student Feedback Form Student: Cooperating Teacher: Subject: Date: School: Grade: Uses Holy Family School of Education lesson template Writes objectives that reflect state or local standards Category I: Planning and Preparation Descriptor On Target Developing Not Evident Writes objectives that reflect expectations for students written in measureable terms Provides assessment that is aligned with the instructional objectives and adapted as required for students needs Displays knowledge of content being taught Applies child growth and development theory to the construction of the lesson plan Applies learning theory to the construction of the lesson plan Constructivist pedagogy is evident in the activities that are planned for the students Uses resources, materials, or technology available through the school or district Comments: Displays a positive rapport with students Demonstrates a classroom presence as the teacher Moves around the room during the entire lesson Category II: Classroom Environment Descriptor On Target Developing Not Evident Communicates clear standards of behavior and value of quality work Practices withitness and overlapping Uses non-verbal cues when needed Interacts with and among all students Intervenes when misbehavior occurs without interrupting instruction Is aware of learning and behavioral needs of all students in the classroom, paying attention to equitable learning opportunities for all Is attentive to the safety needs of students Comments: 19

20 Category III: Instructional Delivery Descriptor On Target Developing Not Evident Begins lesson with clear statement of objective(s) in terms the students understand Speaks in an assertive voice and uses a volume that all students can hear Uses questioning and discussion strategies to encourage all students to participate Directions are given in both oral and written format Directions are given in a step-by-step, logical order Students have opportunities to repeat directions or to ask questions A model is provided when applicable The pacing of the lesson allows for change of activity and involvement of all students Grouping patterns vary with time for whole class, small group, and individual activities Feedback is provided to the students and comments reflect learning that is taking place Formal and informal assessment techniques are incorporated to monitor student learning Provides for the learning needs of all students in the classroom Provides lesson closure that allows students to reflect on learning that took place Preparation for the lesson is evident with all materials readily available Comments: Category IV: Professionalism Descriptor On Target Developing Not Evident Knowledge of school procedures and regulations related to attendance Knowledge of school requirements for maintaining accurate records and communicating with families Knowledge of school and/or district events Knowledge of district or university s professional growth and development opportunities Ability to cultivate professional relationships with school personnel Effective oral communication in all school-related contexts Effective written communication in all school-related contexts Exhibits professional and ethical conduct consistent with the Pennsylvania Code of Professional Practice and Conduct for Educators and local, state and federal regulations Knowledge of Commonwealth requirements for continuing professional development and licensure Comments: 20

21 7.0 THE ROLE AND RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR 7.1 Overview The student teacher supervisor is the University s administrative agent. The supervisor is the liaison between the University and the host school. The supervisor is charged with the primary responsibility for planning, coordinating and overseeing the student teaching experience. The supervisor discharges this responsibility in close collaboration and communication with the cooperating teacher, other host school officials, and the University s Director of Field Placement. 7.2 Orientation and Coordination The University supervisor will act to ensure that the student teacher and cooperating teacher understand their respective roles and the goals and requirements of the student teaching experience. The University supervisor will coordinate and oversee the student teaching experience by means of frequent visits and contacts. The University supervisor will treat the cooperating teacher as a partner in this endeavor. The University supervisor will maintain regular contact with the student teacher in order to monitor progress, identify problems, and facilitate growth and improvements. The University supervisor will keep the Director of Field Placement informed of problems in the field that require his/her attention and/or intervention. 7.3 Supervision The University supervisor will routinely consult with the cooperating teacher on the subject of the student teacher s performance. The University supervisor will systematically observe the student teacher s instruction at appropriate intervals throughout the semester. The University supervisor will provide the student teacher with oral and written feedback following each observation. The University supervisor will act to assist the student teacher in setting and achieving goals related to the attainment of program competencies. The University supervisor will confer routinely with the student teacher on the subject of his/her progress and will offer assistance as needed to encourage the student s continual growth and development. The University supervisor will keep the Director of Field Placement informed of any concerns relative to student placement and/or performance. 7.4 Problem Resolution University supervisors may encounter a variety of issues in the field about which they will have concerns. Some examples are (a) the appropriateness of the student s placement, (b) the student s performance fails to meet minimum requirements, (c) the student s co-operating teacher or building administrator requests that the student be removed and/or (d) a student concludes that he/she does not care to continue in the field. Outlined below are steps to be taken in the event the University supervisor encounters one of these issues. If the supervisor has concerns regarding the appropriateness of a student s placement, then: Consult with the Director of Field Placement and collaborate with him/her in the development and 21

22 implementation of an action plan. If a student is not meeting performance requirements, then: Consult with the cooperating teacher and compare observations and perceptions. Counsel the student in very direct terms, preferably in the presence of the cooperating teacher. Identify the areas of concern and offer specific action steps for improvement. Confirm the conversation in writing and copy the Director of Field Placement. If the student does not display satisfactory improvement in performance following counseling, consult with the Director of Field Placement and collaborate with him/her in the development and implementation of an intervention plan. If the building principal or cooperating teacher expresses an interest in the removal of the student, then: Ask for clarification regarding the rationale for the request. Determine the time frame for removal (e.g., immediately, at the conclusion of the school day, at the end of the school week, etc.). Inform the student privately of the decision. Provide the student with the rationale offered. Instruct the student to gather his/her personal effects and leave the campus until he/she receives further direction from the Field Placement Office. Contact the Director of Field Placement, advise him/her of the facts, and collaborate with him/her in the development and implementation of an action plan. The Director of Field Placement will communicate with the district, building administrator and field supervisor to bring closure to the matter. If there are any concerns with the removal process the Director of Field Placement, field supervisor, and Dean will meet together to discuss. The Director of Field Placement will report the facts to the Dean of the School of Education, Associate Dean, Division Chair, Program Coordinator, and field supervisor. If the student expresses a desire to leave the field, then: Consult immediately with the Director of Field Placement and collaborate with him/her in the development and implementation of an action plan. 7.5 Suggested Practices The following University Supervisor practices have proven to be beneficial to the development and performance of teacher candidates and are therefore encouraged: Conduct an introductory meeting with the cooperating teacher and student teacher in the first week of the semester. Review expectations, assignments and roles. Establish clear lines of communication. Introduce yourself to the building administrator and express your appreciation for his/her support of our students and programs. This is an important ambassadorial function and helps build good will. Conduct a midterm and end of semester meeting with the cooperating teacher and student teacher for the purpose of reviewing performance and setting developmental goals. These meetings should inform the University Supervisor s completion of the midterm and final PDE-430 evaluation forms. 22

23 Although a minimum of six formal observations are required, visit and/or contact the student teacher candidate and his/her cooperating teacher on a regular basis throughout the semester. This facilitates communication with both. 7.6 Evaluation and Grading The University supervisor will assess the student teacher s performance by means of observations at regular intervals and will measure the student teacher s performance against state-required competencies. The University supervisor will complete a minimum of six formal observations in the semester. The University supervisor will share these assessments of performance with the student teacher both orally and in writing. The purpose of this practice is to encourage the student s growth and to track improvements in his/her performance. o Note that there are several lesson observation formats available for use, namely, (1) long format, (2) quadrant format, and (3) narrative format. The University supervisor will complete a midterm evaluation of the student teacher using the stateapproved PDE-430 form. The evaluation is to be shared with the student teacher and used as a means of highlighting strengths and addressing weaknesses. A rating of one or better in each category on the midterm PDE-430 satisfies the University s comprehensive exam requirement. A rating of zero in one or more categories will result in the student being required to sit for a written comprehensive examination. The student must then earn a passing grade on the written comprehensive examination to meet graduation requirements. o A copy of the PDE-430 can be found on pages o The University supervisor should consider the feedback of the cooperating teacher in formalizing his/her judgment of a student s performance. The completed Cooperating Teacher Student Feedback Form can be helpful in this regard. See pages o Due dates for submission of midterm PDE-430s to the Field Placement Office will be announced. The University supervisor will complete a final evaluation (PDE-430) of the student at the end of the semester. This evaluation will be shared with the student teacher and will reflect the student s performance from midterm to end of semester. A rating of one or better in each category is required for teacher certification. A rating of zero in one or more categories will make the student ineligible for teacher certification. o A copy of the PDE-430 can be found on pages o The University supervisor should consider the feedback of the cooperating teacher in formalizing his/her judgment of a student s performance. The completed Cooperating Teacher Student Feedback Form can be helpful in this regard. See pages o Due dates for submission of final PDE-430s to the Field Placement Office will be announced The University supervisor will issue the student teacher an alpha grade of record. This grade is to be based on the sum of the University supervisor s experience with the student teacher. The grade should be consistent with the substantive feedback given the student over the course of the semester and should factor in formal and informal feedback from the cooperating teacher. The grade should reflect the student s performance level at the end of the semester in recognition of the developmental nature of the experience. The student must not be surprised by the final grade. o Due dates for submission of final grades will be announced. 7.7 Program Improvement The University supervisor is encouraged to develop formal and informal sources of feedback on program effectiveness. Suggestions for accentuating the positive and managing the negative aspects of program delivery are to be shared with the Director of Field Placement. The University supervisor is encouraged to nurture relationships and build alliances in the field in 23

24 order to enhance the University s image and to grow the University s pool of cooperating teachers and host schools. 7.8 Related Documents Lesson Observation Form, Long Format (pages 25-27) Lesson Observation Form, Quadrant Format (page 28) Lesson Observation Form, Narrative Format (page 29) PDE-430 (pages 52-57) 24

25 Student: Cooperating Teacher: HOLY FAMILY UNIVERSITY Lesson Observation Form Long Format School: Date: Subject: Grade: Time: University Supervisor: Uses Holy Family School of Education lesson template Writes objectives that reflect state or local standards Category I: Planning and Preparation Descriptor On Target Developing Not Evident Writes objectives that reflect expectations for students written in measureable terms Provides assessment that is aligned with the instructional objectives and adapted as required for students needs Displays knowledge of content being taught Applies child growth and development theory to the construction of the lesson plan Applies learning theory to the construction of the lesson plan Constructivist pedagogy is evident in the activities that are planned for the students Uses resources, materials, or technology available through the school or district Comments: Displays a positive rapport with students Demonstrates a classroom presence as the teacher Moves around the room during the entire lesson Category II: Classroom Environment Descriptor On Target Developing Not Evident Communicates clear standards of behavior and value of quality work Practices withitness and overlapping Uses non-verbal cues when needed Interacts with and among all students Intervenes when misbehavior occurs without interrupting instruction Is aware of learning and behavioral needs of all students in the classroom, paying attention to equitable learning opportunities for all Is attentive to the safety needs of students 25

26 Comments: Category III: Instructional Delivery Descriptor On Target Developing Not Evident Begins lesson with clear statement of objective(s) in terms the students understand Speaks in an assertive voice and uses a volume that all students can hear Uses questioning and discussion strategies to encourage all students to participate Directions are given in both oral and written format Directions are given in a step-by-step, logical order Students have opportunities to repeat directions or to ask questions A model is provided when applicable The pacing of the lesson allows for change of activity and involvement of all students Grouping patterns vary with time for whole class, small group, and individual activities Feedback is provided to the students and comments reflect learning that is taking place Formal and informal assessment techniques are incorporated to monitor student learning Provides for the learning needs of all students in the classroom Provides lesson closure that allows students to reflect on learning that took place Preparation for the lesson is evident with all materials readily available Comments: Category IV: Professionalism Descriptor On Target Developing Not Evident Knowledge of school procedures and regulations related to attendance Knowledge of school requirements for maintaining accurate records and communicating with families Knowledge of school and/or district events Knowledge of district or university s professional growth and development opportunities Ability to cultivate professional relationships with school personnel Effective oral communication in all school-related contexts Effective written communication in all school-related contexts Exhibits professional and ethical conduct consistent with the Pennsylvania Code of Professional Practice and Conduct for 26

27 Educators and local, state and federal regulations Knowledge of Commonwealth requirements for continuing professional development and licensure Comments: 27

28 HOLY FAMILY UNIVERSITY Lesson Observation Form Quadrant Format Student Teacher Name Cooperating Teacher Name School University Supervisor Subject: Grade: Date: Planning & Preparation Classroom Environment Instructional Delivery Professionalism 28

29 HOLY FAMILY UNIVERSITY Lesson Observation Form Narrative Format Student Teacher Name Cooperating Teacher Name School University Supervisor Date: Time: Grade: Subject: 29

30 8.0 STUDENT TEACHING REQUIREMENTS: Description Binder Clearances Emergency Contact Form Planning Calendar Supervisor Visitation Record Checklist of Experiences Assumption of Teaching Duties (Log) Daily Lesson Plans Weekly Lesson Plans Focused Reflection on Evaluative Criteria General/Weekly Reflections Experienced Teacher Observations Focused Reflection on Standardized Testing Focused Reflection on Professional Development Students are required to maintain an experiential binder. This binder is the responsibility of the student and is to be kept in the classroom for review by the University supervisor. Lesson plans and other artifacts are to be placed in the binder. Students must have current clearances on file with the University and copies are to be placed in the binder. This completed form is to be placed in the binder and a copy is to be given to the school office. Students are to maintain a planning calendar. This calendar is to be placed in the binder. Students are to place this form in the binder. The form will be completed by the University supervisor as a record of his/her visits. This form is to be placed in the binder and updated by the University supervisor. Under the guidance of the cooperating teacher, students are to assume increasing responsibility for the classroom. Ideally, and conditions permitting, the student would have full classroom responsibility for a minimum of three consecutive weeks. Students are to prepare written plans for all lessons delivered. These plans are to be reviewed and approved by the cooperating teacher prior to delivery and placed in the binder. The University template is to be used for all supervisor observed lessons and all others unless an alternative has been agreed to by the University supervisor. Students are to complete this assignment in accordance with directions in the handbook. The completed assignment is to be submitted to the University supervisor. Students are required to reflect on their experiences and these journal entries are to be shared with the University supervisor and placed in the binder. With the assistance and guidance of the cooperating teacher, students are to complete three independent observations and analyses of experienced teachers as a means of advancing their understanding of pedagogy and related skills. The completed observations are to be submitted to the University supervisor and placed in the binder. Students are to complete an investigation of the standardized testing practices in their host school. The cooperating teacher can be helpful in guiding and directing the student s inquiries. The student is to complete a written reflection. The completed reflection is to be submitted to the University supervisor and placed in the binder. Students are to complete a mid-semester and end-of-semester self-assessment using University forms found in the handbook. The completed assessments are to be submitted to the University supervisor and placed in the binder. 30

31 Unit Lesson Proposal & Plan Visual Display or Learning Center Students are required to prepare detailed plans for one complete unit of study. Specific content is to be negotiated with the cooperating teacher and approved by the University supervisor. Ideally, the unit plan will be delivered, but this is not a requirement if conditions are not conducive. The plan is to be placed in the binder. Students are to design and complete one bulletin board, alternative visual display or learning center related to classroom instruction. The University supervisor will evaluate this work. 31

32 STUDENT TEACHING REQUIREMENTS: Responsibilities Student Deliverables Role Completion/Due Dates Binder Cooperating Teacher N/A University Supervisor Review & Evaluate Fall Spring Page Reference(s) Daily Daily Emergency Contact Form N/A Confirm TBA TBA 38 Clearance Requirements N/A Confirm TBA TBA Planning Calendar Assist Review and Evaluate Weekly Weekly 33/Tab 3 Supervisor s Visitation Record N/A Review and Initial Per Visit Per Visit 39 Checklist of Experiences Assist and Sign Review TBA TBA Assumption of Teaching Duties (Log) Assist and Oversee Review and Evaluate Supervisor Direction Supervisor Direction 33-34/Tab 6 Daily Lesson Plans Assist, Review and Approve Review and Evaluate Per Lesson Per Lesson Weekly Lesson Plans Assist, Review and Approve Review and Evaluate Supervisor Direction Supervisor Direction Focused Reflection on Evaluative Criteria Assist Review and Evaluate TBA TBA General/Weekly Reflections N/A Review and Evaluate Weekly Weekly Experienced Teacher Observations Assist Review and Evaluate TBA TBA 34/Tab11 & 42 Focused Reflection on Standardized Testing Assist Review and Evaluate TBA TBA 61 Focused Reflections on Professional Development Assist Review and Evaluate TBA TBA Unit Plan Proposal Unit Lesson Plan Assist Assist, Review and Approve Review and Evaluate Review and Evaluate TBA TBA TBA TBA Visual Display or Learning Center Advise/Assist Review and Evaluate TBA TBA 35/Tab 15 Please note that due dates are established at the discretion of the University supervisor. 32

33 9.1 Roles and Responsibilities 9.2 Description 9.0 COURSE REQUIREMENTS: Detailed Student Binder Student Teacher: To create and maintain Cooperating Teacher: To advise and assist University Supervisor: To review and evaluate The student teacher will create and maintain a three-ring binder with labeled sections for the purpose of collecting and organizing important artifacts related to the student teaching experience. This binder is to be routinely updated and made available to the University supervisor for review upon request. A tab is to be created for each of the following sections. TAB 1: Clearances o Copies of all clearances are to be placed in the binder. o Related Document Clearance Requirements (pages 36-37) TAB 2: Emergency Contact Information o One copy is to be filed with the school office; a second copy is to be given to the University supervisor and a third copy is to be placed in the binder. o Related Document Emergency Contact Form (page 38) TAB 3: Planning Calendar o The student teacher is required to create and maintain a monthly planning calendar. The format is at the student s discretion. The purpose of this requirement is to encourage the student to project his/her planning beyond the day or week and to assist the student with time management. A copy of this calendar is to be placed in the binder. The format to be used is at the discretion of the student teacher. TAB 4: Supervisor Visitation Record o This form is to be placed in the binder. The University supervisor will date and initial this form when he/she visits the classroom. o Related Document Supervisor s Visitation Record (page 39) TAB 5: Checklist of Experiences for the Beginning of the Student Teaching Experience o The student teacher is to complete this checklist in partnership with the cooperating teacher. The purpose of this checklist is to ensure that the student teacher is exposed to a minimal range of classroom and school experiences. The checklist is to be placed in the binder. o Related Document Checklist of Experiences for the Beginning of the Student Teaching Experience (pages 40-41) TAB 6: Assumption of Teaching Duties (Log) o From the first day of placement the student is to immerse him/herself in the classroom experience. In coordination with the cooperating teacher and University 33

34 supervisor, the student teacher is, conditions permitting, to assume gradual responsibility for the entire instructional load. The student teacher is to maintain a log of his/her instructional activity. This log is to be placed in the binder. See SECTION 10.0 for more details. TAB 7: General/Weekly Reflections o The student teacher is to complete and submit reflective journal entries each week. Copies of these entries are to be placed in the binder. See SECTION 11.0 for more detail. TAB 8: Focused Reflection on Evaluative Criteria o The student teacher will write a reflection on the relationship and significance of the PDE Competences for Student Teaching and the PDE-430 evaluative indicators for his/her performance in the field. One copy of this reflection is to be submitted to the University supervisor and a second copy is to be placed in the binder. See SECTION 12.0 for more detail. TAB 9: Focused Reflection on Standardized Testing o The student teacher will write a reflection on the significance of the Pennsylvania state system of assessment for classroom teachers. One copy of this reflection is to be submitted to the University supervisor and a second copy is to be placed in the binder. See SECTION 13.0 for more detail. TAB 10: Focused Reflections on Professional Development o The student teacher will write a mid-semester and end-of-semester reflection on the meaning and direction of professional development for him/herself as an aspiring teacher. One copy of each reflection is to be submitted to the University supervisor and a second copy is to be placed in the binder. See SECTION 14.0 for more detail. TAB 11: Experienced Teacher Observations (3) o The student teacher is to complete three independent observations and analyses of experienced teachers as a means of advancing his/her understanding of pedagogy and related skills. One copy of each analysis is to be submitted to the University supervisor and a second is to be placed in the binder. o Related Document Experienced Teacher Observation Analysis Guide (page 42) TAB 12: Daily Lesson Plans o The student teacher is to prepare a lesson plan for each lesson delivered. Copies of these plans are to be placed in the binder. See SECTION 15.0 for more detail. TAB 13: Weekly Lesson Plans o The student teacher will prepare weekly lesson plans at the direction of the University supervisor. Copies of these weekly plans are to be placed in the binder. See SECTION 16.0 for more detail. TAB 14: Unit Lesson Plan o The student teacher is required to complete a minimum of one unit lesson plan. A copy of this unit lesson plan is to be placed in the binder. See SECTION 17.0 for more detail. 34

35 TAB 15: Visual Display or Learning Center o The student teacher is required to design and complete a minimum of one bulletin board, alternative visual display or learning center. An image of this work is to be placed in the binder with a narrative description of purpose and instructional value. TAB 16: Miscellaneous o The student teacher is encouraged to include other artifacts in this section of the binder that capture the student teaching experience and provide evidence of emerging competence as a teacher. o The student teacher should consider video or audio taping a lesson as a means of self-reflection. This can be powerful exercise in self-discovery. o Related Document Suggestions for Video and/or Audio Taping of Lessons (page 43) 9.3 Related Documents Clearance Requirements (pages 36-37) Emergency Contact Form (page 38) Supervisor s Visitation Record (page 39) Checklist of Experiences for the Beginning of the Student Teaching Experience (pages 40-41) Experienced Teacher Observation Analysis Guide (page 42) Video and/or Audio Taping of Lessons (page 43) 35

36 SCHOOL OF EDUCATION Field Placement Office Clearance Requirements Introduction The Commonwealth of Pennsylvania s School Code requires that students in teacher preparation programs have current background checks prior to entering a school building. This applies to all field experiences, classroom observations, practicum experiences and student teaching inclusive. Therefore, Holy Family University students must register the following documents with American DataBank before entering a school building. The URL for American DataBank is American DataBank charges a fee of $25 per annum for registration and processing. Tuberculosis (PPD) Test Pennsylvania Child Abuse Clearance (Act 151) Pennsylvania Criminal History Background Check (Act 34) Federal Criminal History Record/Fingerprinting (Act 114) Arrest/Conviction Report and Certification Form (Act 24) Students are to retain the originals of all documents in their possession! Documents should be secured in a safe place. Students should be prepared to produce them at school or district sites upon demand. More detail on each requirement appears below. Each document must be kept current and up-to-date in accordance with University guidelines. All clearances must be updated each year. Maintaining current and up-to-date documents will require the student to reapply for clearances in a timely manner. This is solely the student s responsibility! As clearances are renewed, students are to update the forms to their American DataBank account. The Field Placement Office will monitor student status online. Tuberculosis (PPD) Test Students must have this test administered and confirmed by their family physician or the Director of Health Services at the University. Results are to be uploaded to American DataBank. Each test is valid for one year from the date of issue. Pennsylvania Child Abuse Clearance (Act 151) The student must complete an application online. The student must pay a processing fee by credit card. This clearance is valid for one year from date of issue. Questions can be directed to (717) Information on the clearance can be found at: Pennsylvania Criminal History Background Check (Act 34) The student must complete an application online. The student must pay a processing fee by credit card. This clearance is valid for one year from date of issue. Questions can be directed to ( ). Information on the clearance can be found at: Federal Criminal History Record/Fingerprinting (Act 114) The student must register online. The student must pay a processing fee by credit card. This clearance is valid for one year from date of issue. Proceed as follows. Register and pay online. A credit card is needed. Visit and click on the Department of Education link. Print the receipt after paying the fee. 36

37 Take the receipt and a photographic identification card to a Cogent fingerprinting site. Nearby sites are listed below. Retain possession of the receipt. Your record (Civil Applicant Response) will be mailed to you. Upload this form to American DataBank. Cogent fingerprinting sites in proximity to Holy Family University: Know It All Intelligence Group South Street Business Center 1950 Street Road, Suite South Street Bensalem, PA Philadelphia, PA Hours: M-F, 9:00 4:00 PM Hours: M-F, 9:00 7:00PM; Sat., 11:00 4: , extension # Goin Postal UPS Store # County Line Road 3720 Spruce Street Huntingdon Valley, PA Philadelphia, PA Hours: M-F, 10:00 6:00PM; Sat., 10:00 3:00PM Hours: M F, 10:00 4:00PM Penndel Hardware Store UPS Store # Bellevue Avenue 1735 Market Street, JFK Entrance Penndel, PA Philadelphia, PA Hours: M-TR, 8:30 5:30PM Hours: M-F, 10:00 4:00PM SAT, 8:30 4:30PM, SUN, 10:30-2:30PM A Second Chance, Inc. Penn Treaty Park Place 1341 North Delaware Avenue, Suite #101 Philadelphia, PA Hours: M, T, TR, F, 10:00-1:00PM, W, 3:00-6:00PM, First SAT of month, 10:00-2:00PM Please note that students seeking placement in New Jersey must also undergo fingerprinting in that state. Visit for more information. Arrest/Conviction Report and Certification Form (Act 24) Act 24 of 2011 requires the student to complete an Arrest or Conviction Report and Certification Form known as PDE This form must be completed and submitted to the Field Placement Office prior to entering a school building. The student is also required to use this form to report subsequent arrests or convictions of Section 111(e) crimes within seventy-two (72) hours of the occurrence of such arrest or conviction. A copy of the PDE-6004 form can be retrieved from the link below. A listing of applicable Section 111(e) crimes is included on the form. Sign and upload both pages of the form to American DataBank. The form can be found at: Questions may be directed to the Field Placement Office, ETC 441/442, (267) /

38 HOLY FAMILY UNIVERSITY STUDENT TEACHER EMERGENCY CONTACT FORM To be completed by the student teacher and submitted to the host school office and University supervisor. Student Name: Address: City: State: Zip Code: [H] [W] [M] Host School: Cooperating Teacher: Room Number: Emergency Contact Information List primary and secondary persons to be contacted in the event of an emergency. The primary contact should be a spouse or legal guardian. Primary Contact Information Name: Relationship: Address: City: State: Zip Code: [H] [W] [M] Secondary Contact Information Name: Relationship: Address: City: State: Zip Code: [H] [W] [M] Medical Information Please list below any medical conditions, physical limitations, allergies, and medications you are currently taking. If none, please indicate none. To the host school: Please notify the Field Placement Office at (267) or (267) in the event of an emergency. 38

39 SUPERVISOR S VISITATION RECORD Assignment Completed & Submitted Supervisor s Initials Date Binder (up-to-date) Emergency Contact Form Clearances Planning Calendar Checklist of Experiences Assumption of Teaching Duties (Log) Daily Lesson Plans Weekly Lesson Plans Focused Reflection on Evaluative Criteria General/Weekly Reflections Experienced Teacher Observations Focused Reflection on Standardized Testing Focused Reflections on Professional Development Unit Plan Proposal Unit Lesson Plan Visual Display or Learning Center 39

40 CHECKLIST OF EXPERIENCES FOR THE BEGINNING OF THE STUDENT TEACHING EXPERIENCE Student Teacher s Name: Cooperating Teacher s Affirmation (Signature): The student teacher is to complete the following tasks as early in the semester as possible. Check and date the completion of each task. The student teacher is to secure the signature of the cooperating teacher upon the completion of all tasks. This form is to be kept in the student teacher s binder for review by the University supervisor. General Orientation Experiences Check Date 01. Review general school policies found in the faculty handbook 02. Examine curriculum guides relevant to your assignment 03. Review audio-visual equipment and policies 04. Visit the library to identify instructional resources 05. Read a copy of the school newspaper 06. Discuss extracurricular opportunities with the cooperating teacher Observation Experiences Check Date 07. Create a class seating chart 08. Develop a class roll book 09. Examine samples of student work 10. Examine available records of student achievement 11. Observe lessons with a specific purpose in mind 12. Arrange a schedule for observing other teachers Experiences in Classroom Management Check Date 13. Take roll and record attendance 14. Regulate heating, light and ventilation 15. Distribute or organize classroom materials 16. Assist in the operation of classroom equipment 17. Assist in the general care and cleanliness of the classroom Planning and Assisting Instruction Check Date 18. Prepare a master for duplication or copying 40

41 19. Duplicate or copy materials for instructional uses 20. Grade student papers 21. Use chalkboard, overheads, computers, electronic white board and other classroom technologies 22. Check student homework or seatwork 23. Provide assistance to individual students 24. Work with small groups of students 25. Assist in creating materials for instruction 26. Prepare a written lesson plan for first taught class Other Relevant Experiences as Determined by Supervisor Check Date

42 Student Teacher s Name: Observation Date: Classroom Teacher: School: HOLY FAMILY UNIVERSITY Experienced Teacher Observation Analysis Guide Grade: Subject: Time: Lesson Objective What was the teacher trying to accomplish and how effectively was this expressed to the students? Teaching Procedures With reference to the observed lesson, comment on set induction, motivation, presentation of content, activities, guided practice, questioning, feedback, classroom interaction and participation, closure, and assessment of learning. Classroom Management With reference to the observed lesson, comment on pacing, use of time, directions, routines, positive reinforcement, monitoring, cueing, and the relationship of these practices to student behavior. Summary and Evaluation What went well in this lesson? What could be improved in this lesson? What teaching or management skills were effective or in need of improvement? Explain! 42

43 HOLY FAMILY UNIVERSITY Field Placement Office Video and/or Audio Taping of Lessons (Optional Activity) Videotaping and viewing lessons is a powerful tool for reflecting on and improving classroom practice. Student teachers are encouraged to videotape or audio tape the delivery of two lessons, separated in time. The recordings should be minimally three weeks apart in order to afford sufficient time for growth. Work with your cooperating teacher in scheduling the recordings and to ensure that you meet school and/or district requirements for video and/or audio taping. Discuss with the cooperating teacher the appropriateness of notifying parents and guardians before proceeding. In viewing and analyzing the recordings, consider the following. Content and Context: Did you clearly introduce the day s goals and/or objectives at the beginning of the lesson? Were your directions clear and concise? Note the part of the lesson that could have been improved and why. Suggest alternative strategies and their rationales. What levels of questioning were used? Provide examples. Were clues and prompts used to guide the students to correct responses? Did you allow for flexibility in your lesson? Students Response: How were the students actively involved in the lesson? What indications are there that the students were motivated and engaged in the lesson? What strategies did you use to motivate students who were not asking or answering questions? How did you promote multicultural learning, gender fairness, and disability awareness? Note portions of your interactions with the students that you feel went well and explain why. What classroom management strategies did you use to keep students on task? What strategies did you use to check for student understanding? Presentation Skills: Did your voice have too little or too much volume? Did you vary your voice to convey meaning? Did you annunciate properly? Did you use verbal filler? Identify any annoying non-verbal mannerisms. Identify contextual factors that influenced the lesson. Did classroom management advance or impede student learning? Were materials and equipment distributed in an organized and efficient manner? Did you display enthusiasm? 43

44 10.1 Roles and Responsibilities 10.0 COURSE REQUIREMENTS: Detailed Assumption of Teaching Duties Student Teacher: To extend him/herself to the extent possible to contribute to the instructional experience of students entrusted to his/her care. Cooperating Teacher: To encourage, guide and direct the instructional activity of the student teacher. University Supervisor: To coordinate, guide and evaluate the instructional activity of the student Suggested Timeline The timeline for the student teacher to assume increasing levels of responsibility for classroom management and instruction will be determined by the cooperating teacher in consultation with the University supervisor and will be subject to local conditions and context. What follows is a suggested timeline. Week 1 o Week 2 o Weeks 3-4 o Weeks 5-8 o Weeks 9-14/15 o Observe and assist with routine duties; assist individual students or small groups as directed by the cooperating teacher. Become familiar with the school s policies and faculty handbook; get to know the students names; begin conversations with the cooperating teacher regarding daily and unit lesson planning; and generally get acclimated to the school environment. Examine curriculum guides, basic texts, and teacher manuals. Observe other tenured teachers instruction. Prepare a diagram of the classroom. Make reflective journal entries. Continue to observe and assist with routine duties. Teach one or two classes per day as arranged by the cooperating teacher. Continue to observe and assist. Increase the number of lessons taught per day as assigned by the cooperating teacher. Continue as above. Continue to assume greater responsibility for classroom management and instruction. Teach full units or entire morning or afternoon sessions. Carefully reflect on progress when completing the Mid-Semester Self-Assessment. Identify strengths and weaknesses and develop action plans to accentuate strengths and remediate weaknesses. Continue as above. Teach a full morning or afternoon session and gradually assume responsibility for the entire teaching load. Maintain a full teaching load for a minimum of three calendar weeks. Consider the transition back to the classroom teacher. Complete the End-of-Semester Self-Assessment. 44

45 11.1 Roles and Responsibilities 11.0 COURSE REQUIREMENTS: Detailed General/Weekly Reflections Student Teacher: To complete and submit journal entries to the University supervisor. Cooperating Teacher: To encourage and assist the student teacher in meaningful reflection on varied aspects of teaching. University Supervisor: To guide, direct and evaluate student submissions and to offer professional feedback Requirements The student teacher is required to complete and submit a minimum of three (3) reflective journal entries each week, the purpose of which is to encourage the student teacher to reflect on and grow from his/her classroom experiences. Two suggested formats for the completion of these journal entries are included in this handbook. However, the format, content and process for journal entries will be announced by the University supervisor. Topics for reflective journal entries can, in general, be self-selected by the student teacher. Generative topics that invite deep thought and analysis are best. The student teacher should focus on issues of practice that are novel, curious and/or problematic. The exploration of the unfamiliar will help strengthen the student teacher s analytical skills and heighten his/her development as a practitioner. The student teacher should attempt to link theory to practice in his/her analysis. Journal entries are to meet minimal requirements for university-level composition. The University supervisor will use the PSSA Domain Writing Rubric as a guide in assessing the quality of journal entries Related Documents Student Teaching Reflective Journal, Format A (page 46) Student Teaching Reflective Journal, Format B (page 47) PSSA Domain Writing Rubric (page 48) 45

46 Student Teacher s Name: Host School: Student Teaching Reflective Journal Format A Date: Cooperating Teacher s Name: University Supervisor s Name: Topic Sequence of Events (Includes a short list of what happened?) Highlights of one or two Notable Events (Describe in detail what happened, including what you wanted students to learn and the extent to which you were successful in helping all students.) Analysis of Events (Include thoughts and feelings, questions that were raised, and what you learned.) 46

47 Student Teacher s Name: Host School: Student Teaching Reflective Journal Format B Date: Cooperating Teacher s Name: University Supervisor s Name: Things I have done well this week that helped students learn. Thoughts I have had this week. Feelings I have had this week. One important thing I learned this week. Things I want to remember to do in the future to help students learn. Things my University supervisor should know. 47

48 PSSA Domain Rubric for Writing Domain Descriptors NOTE: A score of 3 and 4 in each Category represents Satisfactory or Better Performance Focus Content Organization Style Conventions The single controlling point made with an awareness of task (mode) about a specific topic The presence of ideas developed through facts; examples, anecdotes, details, opinions, statistics, reasons and/or explanations The order developed and sustained within and across paragraphs using transitional devices and including introduction and conclusion Domain Scoring Points and Descriptions The choice, use and arrangement of words and sentence structures that create tone and voice Grammar, mechanics, spelling, usage and sentence formation Points Focus Content Organization Style Conventions Substantial, Precise, 4 Sharp, distinct specific; and/or illustrative use Evident control controlling point illustrative Sophisticated of a variety of of grammar, made about a content arrangement of words and mechanics, single topic with demonstrating content with sentence spelling, usage evident strong evident and/or structures to and sentence awareness of development and subtle transitions create consistent formation task sophisticated writer s voice ideas and tone Apparent point made about a single topic with sufficient awareness of task (mode) No apparent point but evidence of a specific topic Minimal evidence of a topic Sufficiently developed content with adequate elaboration or explanation Limited content with inadequate elaboration or explanation Superficial and/or minimal content Functional arrangement of content that sustains a logical order with some evidence of transitions Confused or inconsistent arrangement of content with or without attempts at transition Minimal control of intent arrangement Generic use of a variety of words and sentence structures that may or may not create writer s voice and tone appropriate to audience Limited word choice and control of sentence structures that inhibit voice and tone Minimal variety in word choice and minimal control of sentence structure Sufficient control of grammar, mechanics, spelling, usage and sentence formation Limited control of grammar, mechanics, spelling, usage and sentence formation Minimal control of grammar, mechanics, spelling, usage and sentence formation 48

49 12.1 Roles and Responsibilities 12.0 COURSE REQUIREMENTS: Detailed Focused Reflection on Evaluative Criteria Student Teacher: Complete and submit the assignment by the due date. Cooperating Teacher: Respond to student teacher inquiries. University Supervisor: Evaluate the assignment and provide the student teacher with professional feedback Requirements The Pennsylvania Department of Education (PDE) has mandated that teacher training programs use state form PDE-430 for the purpose of evaluating the performance of student teachers. A satisfactory or better rating on this form at the end of the semester is a prerequisite for teacher certification. A copy of the PDE- 430 form can be found in this handbook on pages The Pennsylvania Department of Education has also adopted a set of field experience competencies for the various stages of teacher training observation, practicum and student teaching. The student teaching competencies can be found in this handbook on pages Additionally, the state legislature has adopted a Code of Professional Practice and Conduct for Educators that defines interactions between the individual educator and students, the employing agencies and other professionals. Student teachers are to consider themselves governed by this code. This code can be found on pages of this handbook. The student teacher will be evaluated using these three documents as a conceptual frame. The purpose of this reflection is to encourage the student teacher to complete a close reading of the PDE-430, student teaching competencies, and Code of Professional Practice and Conduct. This close reading and reflection will heighten the student teacher s understanding of the competencies and standards against which his/her performance will be evaluated. This two-page reflection is to be word-processed and submitted to the University supervisor by the due date. This reflection will satisfy the journaling requirement for the week in which it is submitted. This written reflection is to meet minimal university-level standards. The reflection must address, but is not limited to, the following questions. From your perspective as a student teacher, what is the significance of the PDE-430, student teaching competencies and Code of Professional Practice and Conduct? On your reading and interpretation, what is the relationship between the student teaching competencies and the PDE-430? What is your personal and/or professional reaction to the PDE-430, student teaching competencies and Code of Professional Practice and Conduct? 12.3 Related Documents PDE Student Teaching Competencies (pages 50-51) PDE-430 (pages 52-57) Code of Professional Practice and Conduct for Educators (pages 58-60) 49

50 PDE STUDENT TEACHING COMPETENCIES PDE Field Experience Competencies for Student Teaching The Pennsylvania Department of Education has published competencies that are designed to inform the development of teacher preparation programs and the evaluation of student teachers engaged in clinical experiences in the field. The competencies are organized under seven headings that parallel and extend the domains in Charlotte Danielson s framework for enhancing professional practice. It is important to note too that the Pennsylvania Department of Education evaluation form (PDE-430) is also organized using Danielson s framework as a guide. Below are the student teaching competencies as published by PDE. University supervisors will evaluate student teachers by matching their performance against the competencies. A. Planning and Preparation A.1: Links content to related research-based pedagogy based on sound educational psychology principles in short- and long-range instructional plans. A.2: Constructs all instructional plans to align with PA Pre-K-12 Academic Standards. A.3: Plans instruction that is responsive to the age and/or related characteristics of their students. A.4: Uses multiple forms of formative and summative assessments to adapt learning goals that match individual student needs. A.5: Plans short- and long-range instruction using appropriate resources, materials, technology and activities to engage students in meaningful learning, based on their instructional goals. A.6: Assesses existing resources and creates and/or accesses additional instructional resources appropriate for learners under their responsibility. B. Classroom Environment B.1: Maintains and promotes a culture which values the development of meaningful, caring, and respectful relationships between teacher and students, and among students. B.2: Creates and maintains a prepared classroom environment as a necessary element to support optimal learning opportunities. B.3: Uses classroom resources to support equity and maximize learning opportunities, which are age-, gender-, individually-, culturally- and ability-appropriate. B.4: Assesses classroom resources in order to make adaptations and accommodations required to differentiate instruction for all learners. B.5: Engages in proactive communication with families and community contacts. B.6: Develops and/or supports systems for student transitions, as well as procedures and routines for instructional and non-instructional responsibilities. C. Instructional Delivery C.1: Uses effective verbal and non-verbal communication techniques. C.2: Uses effective questioning and discussion techniques. C.3: Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate instructional strategies which reflect evidence of student engagement, new learning and assessment. C.4: Uses instructional technology and assesses its impact on student learning. C.5: Provides appropriate progress feedback to students in a timely manner. C.6: Uses active student engagement during instructional delivery. C.7: Uses a variety of formal and informal assessments to measure student responsiveness to instruction. 50

51 C.8: Constructs a thoughtful and accurate assessment of a lesson s effectiveness and the extent to which learning goals were achieved and can offer alternative actions if necessary. C.9: Actively seeks, and is responsive to, constructive feedback offered by the cooperating teacher and university supervisor. C.10: Clearly communicates instructional goals, procedures and content. C.11: Accesses communication technologies to communicate with families regarding student progress. D. Professional Conduct D.1: Communicates with the cooperating teacher regarding instructional and non-instructional record keeping, procedures and routines, and timelines; including, but not limited to, grading, attendance, lesson plans, parent communication, and inter-school needs and assumes these responsibilities as permitted. D.2: Participates in district, college, and regional, state and/or national professional development growth and development opportunities. D.3: Exhibits integrity, ethical behavior and professional conduct as stated in the PA Code of Professional Practice & Conduct for Educators, as well as local, state and federal laws and regulations. D.4: Avoids inappropriate relationships, conduct and contact with students. D.5: Applies safety precautions and procedures. D.6: Complies with school policies and procedures regarding professional dress, attendance, punctuality and the use of technology. D.7: Cultivates professional relationships with school colleagues, families and the broader community; and avoids inappropriate relationships, conduct, and contact with colleagues, families and the broader community. E. Assessment E.1: Uses various kinds of assessments in instruction, including formative, summative, benchmark, behavioral, diagnostic, cognitive, affective and psychomotor. E.2: Makes norm-referenced and criterion-referenced interpretations of assessment results. E.3: Applies interpretations to inform planning and instruction for groups and individual students. E.4: Applies interpretations of status (PSSA) and growth (PVASS) assessment models to inform planning and instruction for groups and individual students. E.5: Constructs assessments to match cognitive, affective, behavioral and/or psychomotor curricular goals. E.6: Constructs assessments to match curricular goals along a continuum of complexity (e.g. Bloom s taxonomy). E.7: Assesses their own professional growth through focused self-reflection. F. Knowledge of Diverse Learners F.1: Appropriately responds to the unique characteristics and learning needs of diverse learners (age, gender, culture or ability) in the classroom. F.2: Promotes a positive learning environment that values and fosters respect for all students. F.3: Differentiates instruction to meet the needs of diverse learners that promotes successful educational performance. F.4: Supports the growth and development of all students, particularly those traditionally underserved. F.5: Communicates with and engages families, caregivers and the broader community. 51

52 Commonwealth of Pennsylvania PDE-430 Department of Education 333 Market Street Harrisburg, PA Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice Circle One Midterm PDE-430 Final PDE-430 Student s Last Name Student s First Name Student s Middle Initial Circle One Undergraduate Student Graduate Student Intern Teacher Subjects Taught: Grade Level(s): This form is to serve as a permanent record of a student teacher/candidate s professional performance evaluation during a specific time period, based on specific criteria. This form must be used at least twice during the 12-week (minimum) student teaching experience. PERFORMANCE EVALUATION Directions: Examine all sources of evidence provided by the student teacher/candidate and bear in mind the aspects of teaching for each of the four categories used in this form. Check the appropriate aspects of student teaching, and indicate the sources of evidence used to determine the evaluation of the results in each category. Assign an evaluation for each of the four categories and then assign an overall evaluation of performance. Sign the form and gain the signature of the student teacher. 52

53 Commonwealth of Pennsylvania Department of Education 333 Market Street Harrisburg, PA Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice Student s Name (Last, First, Middle Initial): Category I: Planning and Preparation Student teacher/candidate demonstrates thorough knowledge of content and pedagogical skills in planning and preparation. Student teacher makes plans and sets goals based on the content to be taught/learned, their knowledge of assigned students and his/her instructional context. Alignment: (1)(i)(A), (B), (C), (G), (H) Student Teacher/Candidate s performance appropriately demonstrates: Knowledge of content Knowledge of pedagogy Knowledge of Pennsylvania s K-12 Academic Standards Knowledge of students and how to use this knowledge to impart instruction Use of resources, materials, or technology available through the school or district Instructional goals that show a recognizable sequence with adaptations for individual student needs Assessments of student learning aligned to the instructional goals and adapted as required for student needs Use of educational psychological principles/theories in the construction of lesson plans and setting instructional goals Sources of Evidence (Highlight all that apply and include dates, types/titles and number) Lesson/Unit Plans Resources/Materials/Technology Assessment Materials Information About Students (Including IEP s) Student Teacher Interviews Classroom Observations Resource Documents Other Category Exemplary 3 Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points Criteria for Rating The candidate consistently and thoroughly demonstrates indicators of performance. The candidate usually and extensively demonstrates indicators of performance. The candidate sometimes and adequately demonstrates indicators of performance. The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance. Rating (Indicate with ) Justification for Evaluation: 53

54 Commonwealth of Pennsylvania Department of Education 333 Market Street Harrisburg, PA Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice Student s Name (Last, First, Middle Initial): Category II: Classroom Environment Student teacher/candidate establishes and maintains a purposeful and equitable environment for learning, in which students feel safe, valued, and respected, by instituting routines and setting clear expectations for student behavior. Alignment: , (1)(i)(E), (B) Student Teacher/Candidate s performance appropriately demonstrates: Expectations for student achievement with value placed on the quality of student work Attention to equitable learning opportunities for students Appropriate interactions between teacher and students and among students Effective classroom routines and procedures resulting in little or no loss of instructional time Clear standards of conduct and effective management of student behavior Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher Ability to establish and maintain rapport with students Sources of Evidence (Highlight all that apply and include dates, types/titles, and number) Classroom Observations Informal Observations/Visits Student Teacher/Candidate Interviews Visual Technology Resources/Materials/Technology/Space Other Category Criteria for Rating Rating (Indicate with ) Exemplary 3 Points The candidate consistently and thoroughly demonstrates indicators of performance. Justification for Evaluation: Superior 2 Points The candidate usually and extensively demonstrates indicators of performance. Satisfactory 1 Point The candidate sometimes and adequately demonstrates indicators of performance. Unsatisfactory 0 Points The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance. 54

55 Commonwealth of Pennsylvania Department of Education 333 Market Street Harrisburg, PA Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice Student s Name (Last, First, Middle Initial): Category III: Instructional Delivery Student teacher/candidate, through knowledge of content, pedagogy and skill in delivering instruction, engages students in learning by using a variety of instructional strategies. Alignment: (1)(i)(D),(F),(G) Student Teacher/Candidate s performance appropriately demonstrates: Use of knowledge of content and pedagogical theory through his/her instructional delivery Instructional goals reflecting Pennsylvania K-12 standards Communication of procedures and clear explanations of content Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student needs Use of questioning and discussion strategies that encourage many students to participate Engagement of students in learning and adequate pacing of instruction Feedback to students on their learning Use of informal and formal assessments to meet learning goals and to monitor student learning Flexibility and responsiveness in meeting the learning needs of students Integration of disciplines within the educational curriculum Sources of Evidence (Highlight all that apply and include dates, types/titles, or number) Classroom Observations Informal Observations/Visits Assessment Materials Student Teacher/Candidate Interviews Student Assignment Sheets Student Work Instructional Resources/Materials/Technology Other Category Criteria for Rating Rating (Indicate with ) Exemplary 3 Points The candidate consistently and thoroughly demonstrates indicators of performance. Justification for Evaluation: Superior 2 Points The candidate usually and extensively demonstrates indicators of performance. Satisfactory 1 Point The candidate sometimes and adequately demonstrates indicators of performance. Unsatisfactory 0 Points The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance. 55

56 Commonwealth of Pennsylvania Department of Education 333 Market Street Harrisburg, PA Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice Student s Name (Last, First, Middle Initial): Category IV: Professionalism Student teacher/candidate demonstrates qualities that characterize a professional person in aspects that occur in and beyond the classroom/building. Alignment: (1)(i)(I),(J) Student Teacher/Candidate s performance appropriately demonstrates: Knowledge of school and district procedures and regulations related to attendance, punctuality and the like Knowledge of school or district requirements for maintaining accurate records and communicating with families Knowledge of school and/or district events Knowledge of district or college s professional growth and development opportunities Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for Educators; and local, state, and federal, laws and regulations Effective communication, both oral and written with students, colleagues, paraprofessionals, related service personnel, and administrators Ability to cultivate professional relationships with school colleagues Knowledge of Commonwealth requirements for continuing professional development and licensure Sources of Evidence (Highlight all that apply and include dates, types/titles, or number) Classroom Observations Informal Observations/Visits Assessment Materials Student Teacher Interviews Written Documentation Student Assignment Sheets Student Work Instructional Resources/Materials/Technology Other Category Exemplary 3 Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points Criteria for Rating The candidate consistently and thoroughly demonstrates indicators of performance. The candidate usually and extensively demonstrates indicators of performance. The candidate sometimes and adequately demonstrates indicators of performance. The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance. Rating (Indicate with ) Justification for Evaluation: 56

57 Commonwealth of Pennsylvania Department of Education 333 Market Street Harrisburg, PA Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice Category Criteria for Rating Rating (Enter total score) Exemplary (Minimum of 12 Points) The candidate consistently and thoroughly demonstrates indicators of performance. Overall Rating Superior (Minimum of 8 Points) The candidate usually and extensively demonstrates indicators of performance. Satisfactory (Minimum of 4 Points) The candidate sometimes and adequately demonstrates indicators of performance. Unsatisfactory (Maximum of 3 Points) The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance. Note: This assessment instrument must be used a minimum of two times. A satisfactory rating (1) in each of the 4 categories, resulting in a minimum total of at least (4) points, must be achieved on the final summative rating to favorably complete this assessment. Justification for Overall Rating: Student s Name (Last, First, Middle Initial): District/IU: School: School Year: Term: Conference Date: University Supervisor Signature Date Student Teacher Signature Date CONFIDENTIAL DOCUMENT 57

58 CODE OF PROFESSIONAL PRACTICE AND CONDUCT FOR EDUCATORS Section 1. Mission The Professional Standards and Practices Commission is committed to providing leadership for improving the quality of education in this Commonwealth by establishing high standards for preparation, certification, practice and ethical conduct in the teaching profession. Section 2. Introduction (a) Professional conduct defines interactions between the individual educator and students, the employing agencies and other professionals. Generally, the responsibility for professional conduct rests with the individual professional educator. However, in this Commonwealth, a Code of Professional Practice and Conduct (Code) for certificated educators is required by statute and violation of specified sections of the Code may constitute a basis for public or private reprimand. Violations of the Code may also be used as supporting evidence, though may not constitute an independent basis, for the suspension or revocation of a certificate. The Professional Standards and Practices Commission (PSPC) was charged by the act of December 12, 1973 (P. L. 397, No. 141) (24 P. S ), known as the Teacher Certification Law, with adopting a Code by July 1, See 24 P. S (a)(10). (b) This chapter makes explicit the values of the education profession. When individuals become educators in this Commonwealth, they make a moral commitment to uphold these values. Section 3. Purpose (a) Professional educators in this Commonwealth believe that the quality of their services directly influences the Nation and its citizens. Professional educators recognize their obligation to provide services and to conduct themselves in a manner which places the highest esteem on human rights and dignity. Professional educators seek to ensure that every student receives the highest quality of service and that every professional maintains a high level of competence from entry through ongoing professional development. Professional educators are responsible for the development of sound educational policy and obligated to implement that policy and its programs to the public. (b) Professional educators recognize their primary responsibility to the student and the development of the student's potential. Central to that development is the professional educator's valuing the worth and dignity of every person, student and colleague alike; the pursuit of truth; devotion to excellence; acquisition of knowledge; and democratic principles. To those ends, the educator engages in continuing professional development and keeps current with research and technology. Educators encourage and support the use of resources that best serve the interests and needs of students. Within the context of professional excellence, the educator and student together explore the challenge and the dignity of the human experience. Section 4. Practices (a) Professional practices are behaviors and attitudes that are based on a set of values that the professional education community believes and accepts. These values are evidenced by the professional educator's conduct toward students and colleagues, and the educator's employer and community. When teacher candidates become professional educators in this Commonwealth, they are expected to abide by this section. (b) Professional educators are expected to abide by the following: (1) Professional educators shall abide by the Public School Code of 1949 (24 P. S ), 58

59 other school laws of the Commonwealth, sections 1201(a)(1), (2) and (4) and (b)(1), (2) and (4) of the Public Employee Relations Act (43 P. S (a)(1), (2) and (4) and (b)(1), (2) and (4)) and this chapter. (2) Professional educators shall be prepared, and legally certified, in their areas of assignment. Educators may not be assigned or willingly accept assignments they are not certified to fulfill. Educators may be assigned to or accept assignments outside their certification area on a temporary, short-term, emergency basis. Examples: a teacher certified in English filling in a class period for a physical education teacher who has that day become ill; a substitute teacher certified in elementary education employed as a librarian for several days until the district can locate and employ a permanent substitute teacher certified in library science. (3) Professional educators shall maintain high levels of competence throughout their careers. (4) Professional educators shall exhibit consistent and equitable treatment of students, fellow educators and parents. They shall respect the civil rights of all and not discriminate on the basis of race, national or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status, disabling condition or vocational interest. This list of bases or discrimination is not all-inclusive. (5) Professional educators shall accept the value of diversity in educational practice. Diversity requires educators to have a range of methodologies and to request the necessary tools for effective teaching and learning. (6) Professional educators shall impart to their students principles of good citizenship and societal responsibility. (7) Professional educators shall exhibit acceptable and professional language and communication skills. Their verbal and written communications with parents, students and staff shall reflect sensitivity to the fundamental human rights of dignity, privacy and respect. (8) Professional educators shall be open-minded, knowledgeable and use appropriate judgment and communication skills when responding to an issue within the educational environment. (9) Professional educators shall keep in confidence information obtained in confidence in the course of professional service unless required to be disclosed by law or by clear and compelling professional necessity as determined by the professional educator. (10) Professional educators shall exert reasonable effort to protect the student from conditions which interfere with learning or are harmful to the student s health and safety. Section 5. Conduct Individual professional conduct reflects upon the practices, values, integrity and reputation of the profession. Violation of may constitute an independent basis for private or public reprimand, and may be used as supporting evidence in cases of certification suspension and revocation. Section 6. Legal obligations (a)the professional educator may not engage in conduct prohibited by the act of December 12, 1973 (P. L. 397, No. 141) (24 P. S ), known as the Teacher Certification Law. (b)the professional educator may not engage in conduct prohibited by: (1) The Public School Code of 1949 (24 P. S ) and other laws relating to the schools or the education of children. (2) The applicable laws of the Commonwealth establishing ethics of public officials and public employees, including the act of October 4, 1978 (P. L. 883, No. 170) (65 P. S ), known as the Public Official and Employee Ethics Law. (c) Violation of subsection (b) shall have been found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline. 59

60 Section 7. Certification The professional educator may not: (1) Accept employment, when not properly certificated, in a position for which certification is required. (2) Assist entry into or continuance in the education profession of an unqualified person. (3) Employ, or recommend for employment, a person who is not certificated appropriately for the position. Section 8. Civil Rights The professional educator may not: (1) Discriminate on the basis of race, National or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status; disabling condition or vocational interest against a student or fellow professional. This list of bases of discrimination is not all-inclusive. This discrimination shall be found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline. (2) Interfere with a student's or colleague's exercise of political and civil rights and responsibilities. Section 9. Improper personal or financial gain (1) Accept gratuities, gifts or favors that might impair or appear to impair professional judgment. (2) Exploit a professional relationship for personal gain or advantage. Section 10. Relationships with students The professional educator may not: (1) Knowingly and intentionally distort or misrepresent evaluations of students. (2) Knowingly and intentionally misrepresent subject matter or curriculum. (3) Sexually harass or engage in sexual relationships with students. (4) Knowingly and intentionally withhold evidence from the proper authorities about violations of the legal obligations as defined within this section. Section 11. Professional relationships The professional educator may not: (1) Knowingly and intentionally deny or impede a colleague in the exercise or enjoyment of a professional right or privilege in being an educator. (2) Knowingly and intentionally distort evaluations of colleagues. (3) Sexually harass a fellow employee. (4) Use coercive means or promise special treatment to influence professional decisions of colleagues. (5) Threaten, coerce or discriminate against a colleague who in good faith reports or discloses to a governing agency actual or suspected violations of law, agency regulations or standards. The Code of Professional Practice and Conduct for Educators can be found at 22 Pa. Code

61 13.1 Roles and Responsibilities 13.0 COURSE REQUIREMENTS: Detailed Focused Reflection on Standardized Testing Student Teacher: Complete and submit the assignment by the due date. Cooperating Teacher: Respond to student teacher inquiries. University Supervisor: Evaluate the assignment and provide the student teacher with professional feedback Requirements Pennsylvania Department of Education requirements for student teachers include an understanding of standardized testing with specific reference to state assessments. This understanding is difficult to assess through observation. Therefore, student teachers are required to complete and submit a focused reflection on this subject. The completed two- to three-page paper is to be submitted to the University supervisor by no later than the due date. The following process and prompts will be helpful to the student teacher in completing this assignment. o o o o o o Focus on the uses of whole-group standardized testing within your assigned building. Begin by discussing the uses of standardized testing with your cooperating teacher. Focus on (a) the Pennsylvania State System of Assessment - PSSA for elementary students or Keystone Exams for secondary students, (b) the Pennsylvania Value-Added Assessment System (PVAAS), and (c) other standardized tests administered to whole-groups in your building (e.g., Terra Nova). Discuss standardized testing with your cooperating teacher and other officials in the building as appropriate. Consider curriculum specialists, assessment specialists, counselors and administrators as useful sources. Your cooperating teacher can assist the student teacher in identifying informants. Explore the instructional uses of these instruments from the perspective of a classroom teacher. Write a university-level two- to three-page paper on your findings. Consider the following questions as a frame for your writing. Write from the perspective of your assigned building. At what grade levels are state assessments administered? In which subject areas? How are the results of the PSSA or Keystones used by the building and/or classroom teachers? What is PVAAS and how is it used in the building and/or by classroom teachers? What other standardized tests are administered in the building to whole-groups (grade level or levels)? What is the purpose of these assessments and how are the results used by the building and/or classroom teachers? What are your personal beliefs about standardized testing and how will these beliefs inform your practice as a classroom teacher? NOTE: For those placed in New Jersey schools, please focus on the New Jersey Assessment of Skills and Knowledge (NJ ASK/grades 3-8) and the High School Proficiency Assessment (HSPA/grades 11-12). 61

62 14.0 COURSE REQUIREMENTS: Detailed Focused Reflections on Professional Development (For completion mid-semester and end-of-semester) 14.1 Roles and Responsibilities Student Teacher: Complete and submit the assignment by the due dates. Cooperating Teacher: Respond to student teacher inquiries. University Supervisor: Evaluate the assignment and provide the student teacher with professional feedback and coaching Requirements The purpose of this assignment is to encourage you to reflect critically on your performance in the classroom and to outline action steps designed to improve your performance from midterm to end-of-semester and during the transition period between issuance of certification and start of your professional career. Ideally, the act of self-reflection will become a routine part of your professional practice. In completing this assignment you will use University-prepared forms at both the midpoint and end-ofsemester. These forms mirror the categories and structure of the PDE-430. In completing the forms, rely both on the sum of the feedback you have received from others and your own analysis of your performance. When designing action steps, give consideration to professional development opportunities at your school site, district, Holy Family University, and/or other providers Related Documents Student Teacher Mid-Semester Self-Assessment (pages 63-65) Student Teacher End-of-Semester Self-Assessment (pages 66-68) 62

63 HOLY FAMILY UNIVERSITY FIELD PLACEMENT OFFICE STUDENT TEACHER MID-SEMESTER SELF-ASSESSMENT DEMOGRAPHIC INFORMATION Name: Name: Student/Intern Teacher Name Cooperating Teacher Name School: US: School Name University Supervisor Name SUBJ/GL: Date: Subject and/or Grade Level Date of Completion Instructions: Please complete this self-assessment at the midpoint of the semester. Place a check next to each descriptor that has been evident in your practice and add narrative comments that highlight your strengths and weaknesses. So as to encourage professional growth, please identify specific goals and action steps for improvement in each area of identified weakness. Discuss your self-assessment with your cooperating teacher and give your university supervisor a signed copy of this completed form. Review the rubric for quality standards at the end of this document. CATEGORICAL ASSESSMENT USING DANIELSON S FRAMEWORK [ ] Student uses Holy Family School of Education Lesson Plan Format [ ] Writes objectives that reflect state standards [ ] Writes objectives that reflect expectations for students written in measurable terms [ ] Provides assessment that is aligned with the instructional objectives and adapted as required for students needs [ ] Shows knowledge of the content being taught Sources of Evidence: Category I Planning and Preparation Descriptor [ ] Applies child growth and development theory to the construction of the lesson plan [ ] Applies learning theory to the construction of the lesson plan [ ] Constructivist pedagogy is evident in the activities that are planned for the students [ ] Use of resources, materials, or technology available through the school or district. Goals/Actions Steps: 63

64 [ ] Shows a positive rapport with students [ ] Demonstrates a classroom presence as the teacher [ ] Moves around the room during the entire lesson [ ] Communicates clear standards of behavior and value of quality work [ ] Manages behavior effectively during the lesson (indicate + or -) Practices with-it-ness and overlapping Sources of Evidence: Category II Classroom Environment Descriptor Uses non-verbal cues when needed Interacts with all students and among students Intervenes when misbehavior occurs without interrupting instruction [ ] Is aware of learning and behavior needs of all students in the classroom, paying attention to equitable learning opportunities for all [ ] Ensures attention given to safety Goals/Actions Steps: [ ] Begins lesson with a clear statement of the objective(s) in terms of student understanding [ ] Speaks in an assertive voice and uses volume that all students can hear [ ] Uses questioning and discussion strategies that encourage all students to participate [ ] Gives directions and explanations that are clear (use + or -) Both verbal and written formats are provided A step-by-step logical process is used Students have opportunities to repeat directions or to ask questions A model is provided when applicable Sources of Evidence: Category III Instructional Delivery Descriptor [ ] Preparation for the lesson is evident with all materials readily available [ ] The pacing of the lesson allows for change of activity and involvement of all students [ ] Grouping patterns vary with time for whole class, small group, and individual activities [ ] Feedback is provided to the students and comments reflect learning that is taking place [ ] Formal and informal assessment techniques are incorporated to monitor student learning [ ] Provides for the learning needs of all students in the classroom [ ] Provides lesson closure that allows students to reflect on the learning that took place Goals/Actions Steps: 64

65 [ ] Knowledge of school procedures and regulations related to attendance, punctuality, and the like [ ] Knowledge of school requirements for maintaining accurate records and communicating with families [ ] Knowledge of school and/or district events [ ] Knowledge of district or university s professional growth and development opportunities [ ] Ability to cultivate professional relationships with school colleagues Sources of Evidence: Category IV - Professionalism Descriptor [ ] Effective communication, both oral and written, with students, colleagues, paraprofessionals, related service personnel, and administrators [ ] Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for Educators and local, state, and federal laws and regulations [ ] Knowledge of Commonwealth requirements for continuing professional development and licensure Goals/Actions Steps: Overall Comments: Signature: Date: Student Teacher Signature: Date: Please discuss this self-assessment with your cooperating teacher and provide your University supervisor with a signed copy of this completed form. Quality Standard Rubric Student Teacher Self-Assessment Timeliness The self-assessment is completed and submitted to the university supervisor by the announced due date. Presentation The self-assessment is word-processed, signed and dated. Grammar and Usage Narrative Comments Goals & Action Steps The language in the self-assessment is clear and coherent. Errors in grammar and usage appear in no more than 10% of the text. The self-assessment of performance bears a family resemblance to the observations of the university supervisor. That is, the self-assessment mirrors the feedback from and conversations with the university supervisor. There is a clear relationship between the narrative comments and the statement of goals. Action steps are realistic and clearly directed towards attainment of the goals. 65

66 HOLY FAMILY UNIVERSITY FIELD PLACEMENT OFFICE STUDENT TEACHER END-OF-SEMESTER SELF-ASSESSMENT DEMOGRAPHIC INFORMATION Name: Student/Intern Teacher Name School: School Name SUBJ/GL: Subject and/or Grade Level Name: US: Date: Cooperating Teacher Name University Supervisor Name Date of Completion Instructions: Please complete this self-assessment at the end of the semester. Place a check next to each descriptor that has been evident in your practice and add narrative comments that highlight your strengths and weaknesses. Be certain to reference your midterm goals and progress related thereto. Additionally, in anticipation of employment, please identify specific goals and action steps for improvement in each area of identified weakness. Discuss your selfassessment with your cooperating teacher and give your university supervisor a signed copy of this completed form. Review the rubric for quality standards at the end of this document. CATEGORICAL ASSESSMENT USING DANIELSON S FRAMEWORK [ ] Student uses Holy Family School of Education Lesson Plan Format [ ] Writes objectives that reflect state standards [ ] Writes objectives that reflect expectations for students written in measurable terms [ ] Provides assessment that is aligned with the instructional objectives and adapted as required for students needs [ ] Shows knowledge of the content being taught Sources of Evidence: Category I Planning and Preparation Descriptor [ ] Applies child growth and development theory to the construction of the lesson plan [ ] Applies learning theory to the construction of the lesson plan [ ] Constructivist pedagogy is evident in the activities that are planned for the students [ ] Use of resources, materials, or technology available through the school or district. Goals/Actions Steps: 66

67 [ ] Shows a positive rapport with students [ ] Demonstrates a classroom presence as the teacher [ ] Moves around the room during the entire lesson [ ] Communicates clear standards of behavior and value of quality work [ ] Manages behavior effectively during the lesson (indicate + or -) Practices with-it-ness and overlapping Sources of Evidence: Category II Classroom Environment Descriptor Uses non-verbal cues when needed Interacts with all students and among students Intervenes when misbehavior occurs without interrupting instruction [ ] Is aware of learning and behavior needs of all students in the classroom, paying attention to equitable learning opportunities for all [ ] Ensures attention given to safety Goals/Actions Steps: [ ] Begins lesson with a clear statement of the objective(s) in terms of student understanding [ ] Speaks in an assertive voice and uses volume that all students can hear [ ] Uses questioning and discussion strategies that encourage all students to participate [ ] Gives directions and explanations that are clear (use + or -) Both verbal and written formats are provided A step-by-step logical process is used Students have opportunities to repeat directions or to ask questions A model is provided when applicable Sources of Evidence: Category III Instructional Delivery Descriptor [ ] Preparation for the lesson is evident with all materials readily available [ ] The pacing of the lesson allows for change of activity and involvement of all students [ ] Grouping patterns vary with time for whole class, small group, and individual activities [ ] Feedback is provided to the students and comments reflect learning that is taking place [ ] Formal and informal assessment techniques are incorporated to monitor student learning [ ] Provides for the learning needs of all students in the classroom [ ] Provides lesson closure that allows students to reflect on the learning that took place Goals/Actions Steps: 67

68 [ ] Knowledge of school procedures and regulations related to attendance, punctuality, and the like [ ] Knowledge of school requirements for maintaining accurate records and communicating with families [ ] Knowledge of school and/or district events [ ] Knowledge of district or university s professional growth and development opportunities [ ] Ability to cultivate professional relationships with school colleagues Sources of Evidence: Category IV - Professionalism Descriptor [ ] Effective communication, both oral and written, with students, colleagues, paraprofessionals, related service personnel, and administrators [ ] Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for Educators and local, state, and federal laws and regulations [ ] Knowledge of Commonwealth requirements for continuing professional development and licensure Goals/Actions Steps: Overall Comments: Signature: Date: Student Teacher Signature: Date: Please discuss this self-assessment with your cooperating teacher and provide your university supervisor with a signed copy of this completed form. Quality Standard Rubric Student Teacher Self-Assessment To satisfy minimum quality standards, the submitted self-assessment must meet the criteria outlined below. Timeliness Presentation Grammar and Usage Narrative Comments Goals & Action Steps The self-assessment is completed and submitted to the university supervisor by the due date. The self-assessment is word-processed, signed and dated. The language in the self-assessment is clear and coherent. Errors in grammar and usage appear in no more than 10% of the text. The self-assessment of performance bears a family resemblance to the observations of the university supervisor. That is, the self-assessment mirrors the feedback from and conversations with the university supervisor. There is a clear relationship between the narrative comments and the statement of goals. Action steps are realistic and clearly directed towards attainment of the goals. 68

69 15.1 Roles and Responsibilities 15.0 COURSE REQUIREMENTS Daily Lesson Plans Student Teacher: To prepare and present for approval by the cooperating teacher and/or University supervisor. Cooperating Teacher: To guide, direct and approve. University Supervisor: To evaluate and offer the student teacher professional feedback and coaching Requirements The student teacher is required to prepare a written lesson plan in advance of each scheduled lesson. These lesson plans are to be kept in the student teacher s binder and are to be completed in conformance with cooperating teacher and University supervisor requirements. Holy Family University has adopted a standard daily lesson plan template for use by its students. The intent of this form is to ensure that the student teacher gives due attention to all necessary lesson elements in his/her planning. Student teachers are to use the University-approved daily lesson plan template for all scheduled observations by the University supervisor. This template is to be completed, approved by the cooperating teacher, and then forwarded to the University supervisor prior to the instructional date. As a general rule, the University supervisor will observe a minimum of six lessons. The use of an alternative template for other lessons may be discussed with the cooperating teacher and University supervisor. In all instances, the direction of the University supervisor is to be honored. Written lesson plans have many advantages, among which are the following. They ensure that the student teacher has given attention and thought to the goals and methods of a lesson before it is actually taught. They help to clarify the student teacher s thinking regarding what is to be accomplished and how this is to be done. They provide the student teacher with a better sense of organization in carrying out the lesson. They establish a clear basis for suggestions for improvement by the cooperating teacher and University supervisor. They provide the student teacher with confidence in implementing the plan. They serve as a concrete record of the content and objectives covered by the student teacher during his/her period of instruction. They act as a written guide for the cooperating teacher in the event of the student teacher s absence. They provide the student teacher with a means of evaluating his/her own performance Related Documents Holy Family Daily Lesson Plan Template (page 70) Instructions for Completing the Daily Lesson Plan Template (pages 71-72) Sample Daily Lesson Plan (pages 73-76) 69

70 HOLY FAMILY UNIVERSITY Daily Lesson Plan Template Demographic Information Student s Name: Cooperating Teacher s Approval: Date: Subject: Topic: Grade: Allocated Time: Student Population: State Standards and/or District Requirements State Standards Specific Number Exact Wording District core curriculum, benchmarks or standards if required by the district. Specific Number Exact Wording Instructional Elements Goal for Understanding Instructional Objective Statement Student Behaviors Sources of Evidence Criteria for Evaluation Teaching to the Objective Estimated Time Teaching to the Objective Introduction/Motivation/Prior Knowledge: Developmental Activities: Assessment: Closure: Differentiation (Required for Each Section) Follow-up: Materials: Resources: References: Technology: 70

71 HOLY FAMILY UNIVERSITY Daily Lesson Plan Template Instructions for Completion Demographic Information Student: Enter your name. Cooperating Teacher s Approval: Secure your cooperating teacher s initials as a symbol of his/her approval of your lesson plan. Date: Enter the date on which the lesson will be delivered. Subject: Enter the lesson s subject area e.g., Math, Reading, English Language Arts, Science, Social Studies. If the lesson is multidisciplinary, enter each subject area. Topic: Enter the topic within the subject area(s) that is the focal point of the lesson. Grade: Enter the grade level(s) of the target student population. Allocated Time: Enter the amount of time that will be dedicated to the lesson. Student Population: Describe the demographic and learning characteristics of the target student population. State Standards and/or District Requirements State Standards/Specific Number: Refer to the Pennsylvania Department of Education standards. Visit for assistance. Enter the number or numbers of the standards to which the lesson is aligned. State Standards/Exact Wording: Enter the exact wording for each standard identified by number. Core Curriculum, Benchmarks, or District Standards/Specific Number: Enter this information if required by the school or district. Core Curriculum, Benchmarks, or District Standards/Exact Wording: Enter this information if required by the school or district. Instructional Elements Goal for Understanding: Lessons are designed to move students through a progression of experiences leading to an enduring understanding or mastery of specific concepts or skills. Identify this understanding goal or goals here, recognizing that the lesson objective is very likely a step on the journey to understanding. Be mindful, too, that understanding is commonly thought of as the flexible use of knowledge and/or skills and that understanding goals should therefore be represented in terms of a performance. Instructional Objective Statement: Instructional objectives should be written in the form The student will be able to [identify the behavior] under [identify the conditions] with [identify the evaluative criteria]. For example, Students will be able to complete a 10-question set of two-digit multiplication independently with 80% accuracy. For useful information on the writing of instructional objectives, visit 71

72 Student Behaviors: Elaborate on the target behaviors here. With reference to the above example, Students will complete a ten-question worksheet of two-digit multiplication problems at their desks independently. Sources of Evidence: Identify the specific source(s) of evidence that you will use to evaluate the success of the lesson. With reference to the above example, (a) The ability to work independently. (b) The completed worksheet. Criteria for Evaluation: For each source of evidence, identify the criterion (performance standard) that signals mastery. With reference to the above example, (a) The percentage of correct responses on each child s worksheet. (b) A correct-response rate of 80% will represent mastery. Teaching to the Objective: Note the three columns under this heading Estimated Time, Teaching to the Objective, and Differentiation. Note, too, that there are four sub-categories in the Teaching to the Objective column. Each of these four sub-categories represents an instructional element. You are to identify the instructional activities you have planned for each of these four elements. And, for each of the four elements, you are to enter the approximate time in the first column. The total estimated time should equal the Allocated Time that you entered above. Additionally, for each of the four elements, you are to identify the strategies you intend to use to differentiate instruction for your students. This information time allocation, activities, and strategies for differentiation will provide your cooperating teacher and University supervisor with a script for your lesson. Follow-up: Enter here any activities or actions you have planned as a means of following-up on the completed lesson. If, for example, the lesson is one in a series, the follow-up activities might include a reflection on the success of the lesson and consideration of the need for re-teaching before introducing the next concept or skill. Materials: List here all the materials that will use in conjunction with the lesson. Resources: List here all the resources that you used in helping you prepare for the lesson. References: List here in APA format references for resources used, if applicable. Technology: Identify here any technology that you intend to use in conjunction with the delivery of your lesson. 72

73 Sample Daily Lesson Plan Presenter: Dr. Joergensen Student: Cooperating Teacher s Approval: Date: Subject: Language Arts Topic: Reading Grade: 1 Allocated Time: 50 minutes Student Population: 25 students: 10 girls and 15 boys. 4 ELL students and 2 students identified with ADHD. State Standards: Specific Number: Exact wording: B Preview the text formats (e.g., title, headings, chapters and table of contents) G Demonstrate after reading understanding and interpretation of both fiction and nonfiction text. Retell or summarize the major ideas, themes or procedures of the text. Connect the new information or ideas in the text to known information. Clarify ideas and understandings through rereading and discussion. Make responsible assertions about the text by citing evidence from the text B Identify literary elements in stories describing characters, setting and plot B Listen to a selection of literature (fiction and/or nonfiction). Relate it to similar experiences. Predict what will happen next. Retell a story in chronological order. Recognize character and tone C Organize and present the main ideas from research. Take notes from sources using a structured format. Summarize, orally or in writing, the main ideas. and/or Core curriculum, benchmarks, or district standards if required by the district: Specific Number: Exact wording: Goal for Understanding: By learning to identify the literary elements of a story, students will be better prepared to read and comprehend stories independently. Instructional Objective (Statement): Students will draw scenes to convey literary elements of a story and then use this information to retell the story. 73

74 Student Behaviors Students will complete 1 row of the story chart by drawing the given literary element (Title, Character(s), Setting, Problem, Solution, or Ending). Students will retell the story. Sources of Evidence Chart completed for each group Students will verbally retell the story. Criteria for Evaluation Teacher-completed chart with the Criteria defined in a teacher-made rubric. (Score of 5/6 on Rubric) Are the major elements of the story present in the child's retelling? (Teacher check list score of at least 15/18.) Teaching to the Objective Estimated Teaching to the Objective Time: Introduction/Motivation/ 15 minutes Prior Knowledge Have several of Leo Lionni books available. Tell students that we will be listening to a book by Leo Lionni. Tell students that they will be completing a chart to remember the important parts of the story. Tell students that Leo Lionni was an artist before he was a writer. His 1 st book Little Blue and Little Yellow was a story told to his grandchildren. He created the characters using torn paper from magazines. Show the students the cover of Swimmy and ask for predictions about the story. Introduce the book by explaining that it is a story of a little fish who solves a big problem. Ask the students, What do you think might happen in this story? 25 minutes Developmental Activities: Read the book aloud to the children. (On a rug.) As you read model thinking aloud, questioning and predicting strategies. Ask, What is the setting of this story? (Where does this story take place?) I wonder what will happen to Swimmy now that his school is gone? ½ way through the book: What did Swimmy see on his travels? What else do you think he might see? Elicit student reactions to the text. How do you think Swimmy feels when he meets another school of red fish? Ask questions about the character, setting, problem, solution, and ending. What's the problem? What could be a possible Differentiation: Required for each section. - Write Leo Lionni's name on the board. - Have multiple copies of Swimmy available if a student needs to look more closely at the cover to make a prediction. -Seat student close to you who would be distracted if further away. Have chairs available in the back so that students in the back will be able to see the pictures. The chairs are also for those students who would benefit from sitting in a chair. - Have several pictures from the story so that students can fill the class chart with prepared pictures that will reinforce the story. 74

75 10 minutes solution? Did Swimmy s solution work? Why or How? Do you think Swimmy s travels helped him think of a solution? Why or why not? Call student attention to the chart and discuss how to fill it in. Explain to students that they will work together to work on a picture for the chart. Have students (together as a class) fill one block, (eg. thetitle) Using the chart, ask students to retell the main parts of the story. (Whole Group you may have several pictures from the story to complete a class chart.) Break students into groups of 3. Each student is assigned 2 chart blocks to complete. (Draw a picture and paste it in the block.) After the group s chart is completely filled in, each student will retell the story by referring to the chart. The teacher will circulate to insure students are on task and to listen to student retellings of the story. Before the class discussion, (while circulating during the group work) let students who do not usually volunteer to speak in the wider whole class setting know that you will ask them a question. Tell them the question. What (pictures) did your group have for the setting? Assessment: Are the major elements of the story present in each child s retelling? (Teacher check list) Closure: - Call the class together. Ask a few students to retell the story using their chart. Review the parts of the chart. What did your group have in the Title block? All groups had the same things. The title is important for a story; it s the story s name. - What did your group have in the Character block? Swimmy is the main character. How do we know? (He s the only one with a name. He s in almost every picture. He thinks up the solution.) - Continue for Setting, Problem, Solution, and Ending. - Remember how used the chart to help retell the story. The title, character, setting, problem, solution and ending all are important parts of a story. We can use them to retell a story. The chart helped us to organize and remember these important parts of a story. I will give you a copy of the chart that your group made so that you can tell the story of Swimmy to an adult at home. Follow-up: Make enough copies of each group s chart so that each group member can take home a chart and tell the story of Swimmy to an adult family member. Materials: At least 2 copies of Swimmy by Leo Lionni Crayons and a Story Chart for each group A large Story Chart for the class Photocopies of some of the scenes, events and characters from the story 75

76 Resources: Goularte, Renee (2007). Building a matrix for Leo Lionni books: An author study. Retrieved November 2, 2007, from Lionni, L. (1963). Swimmy. New York: Pantheon. Pennsylvania Department of Education. (n.d.). Academic standards for reading, writing, speaking and listening. Retrieved November 2, 2008, from 76

77 16.1 Roles and Responsibilities 16.0 COURSE REQUIREMENTS: Detailed Weekly Lesson Plans Student Teacher: To prepare and present for approval by the cooperating teacher and/or University supervisor. Cooperating Teacher: To guide, direct and approve. University Supervisor: To evaluate and offer the student teacher professional feedback and coaching Requirements On the approval of the University supervisor, the student teacher may move from daily to weekly lesson plans. The purpose of the weekly lesson plan is to present an overview of what will be accomplished in a given week. The weekly plan is to be developed collaboratively with the cooperating teacher and approved by him/her. The weekly plan is helpful as a tool for pacing the amount of material to be covered each week and is a useful record of instructional activity. The weekly lesson plan templates in this handbook can be used to outline the specific goals, activities, and/or topics that will be covered on each day of a given week. Please note that daily lesson plans must be fully mastered before moving to a weekly plan. The weekly plan should be supplemented with additional daily plans as appropriate and as needed. Progression to weekly plans will be at the discretion of the University supervisor Related Documents Weekly Lesson Plan, Template A (page 78) Weekly Lesson Plan, Template B (page79) 77

78 WEEKLY LESSON PLAN, Template A Student Teacher Dates Subject/Activity Goals for the Week of: MONDAY TUESDAY Objective: Objective: Procedure: Procedure: Notes: Materials: Materials: Assessment: Assessment: WEDNESDAY THURSDAY FRIDAY Objective: Objective: Objective: Procedure: Procedure: Procedure: Materials: Materials: Materials: Assessment: Assessment: Assessment: 78

79 WEEKLY LESSON PLAN, Template B Student Teacher Dates Subject/Activity Day Objective Procedures Materials Assessment Monday Tuesday Wednesday Thursday Friday 79

80 17.1 Roles and Responsibilities 17.0 COURSE REQUIREMENTS: Detailed Unit Lesson Plan Student Teacher: To identity a target unit of study in consultation with the cooperating teacher and University supervisor; to prepare and submit a unit proposal and unit plan; and to deliver the plan if conditions permit. Cooperating Teacher: To guide, direct and approve. University Supervisor: To evaluate and offer the student teacher professional feedback and coaching Introduction Daily lessons are generally constructed within the context of larger units of study. The student teacher is required to write one unit lesson plan under the advisement of his/her cooperating teacher and University supervisor. Whether or not the student teacher has the opportunity to deliver the unit plan is dependent upon the local conditions. Regardless, the writing of the plan itself will help inform daily instruction and serve as a useful exercise in planning. Action steps for completing this task follow. 1. Discuss possible units of study with the cooperating teacher and University supervisor. 2. Decide on a specific unit of study. 3. Complete and submit the Unit Lesson Plan Proposal to the cooperating teacher for review, discussion and possible revision. The Unit Lesson Plan Proposal can be found on page Secure the approval of both the cooperating teacher and University supervisor before proceeding to write the detailed unit lesson plan. 5. Write the detailed unit plan. Include all lesson plans, learning activities, resources, materials and performance tasks. Note all references using the APA format. A Unit Lesson Plan Template can be found on Share your detailed unit plan with your cooperating teacher and University supervisor. Secure their approval; edit as necessary. 7. Deliver the unit plan if conditions permit. 8. Complete and submit the University supervisor a journal entry addressing the experience of writing (and) delivering a unit plan. If your placement is not conducive to the development of a unit lesson plan, you may negotiate an alternative assignment with your University supervisor. The alternative assignment must address the development of student(s) intellectual, emotional and/or social skills in a series of integrated lessons Related Documents Unit Lesson Plan Proposal (page 81) Unit Lesson Plan Template (pages 82-83) 80

81 HOLY FAMILY UNIVERSITY Unit Lesson Plan Proposal Student Teacher Name Date Grade Level Subject/Unit Title: Student Population: Estimated Length of Unit: Standards: Enduring Understandings: Essential Questions: Targeted Attitudes and Values: Targeted Skills: Description of Performance Tasks: Comments from Cooperating Teacher: Cooperating Teacher Approval Initials: Date: Comments from University Supervisor: University Supervisor Approval Initials: Date: 81

82 HOLY FAMILY UNIVERSITY Unit Lesson Plan Template Student Name: Unit Title: Grade Level: Time Requirement: Describe the Student Population: Stage 1: Desired Results RE: Applicable State or Local Standards RE: Enduring Understandings RE: Attitude, Values, Disposition RE: Skills (Academic, Technological, Interpersonal) Stage 2: Assessment Evidence Performance Tasks (Authentic Demonstrations of Understanding) Traditional Assessments (Quizzes, Tests, Written Products, etc.) Stage 3: Learning Plan Learning Activities (5-10 Lessons) For each learning activity, include a lesson title, time estimation, lesson objective(s), two to three paragraph description of the activity, and a detailed list of instructional resources for each lesson. Include one complete lesson plan with related attachments (e.g., graphic organizer, rubric, checklist, worksheet, project directions, etc.). List Activities below. 82

83 List references below. Stage 4: References Cite the sources for the ideas in this unit using APA style formatting. Stage 5: Personal Reflection Write a personal reflection on the strengths and weaknesses of the unit and professional lessons learned. If your placement is not conducive to the development of a unit lesson plan, you may negotiate an alternative assignment with your University supervisor. The alternative assignment must address the development of student(s) intellectual, emotional and/or social skills over a minimum two-week period. 83