Master of Arts in Education Teacher Education - Elementary

Transcription

1 Master of Arts in Education Teacher Education - Elementary South Florida Student Handbook July, 2006

2 TABLE OF CONTENTS TABLE OF CONTENTS... 2 OVERVIEW... 3 PROGRAM POLICIES 4 CURRICULUM AND COURSE SEQUENCE... 6 COMPETENCIES AND PROGRAM STANDARDS...8 ACTION RESEARCH PROJECT FIELD EXPERIENCE.13 TASKSTREAM TEACHER WORK SAMPLE PROJECT 26 STUDENT TEACHING RESPONSIBILITIES OF THE STUDENT TEACHER.33 RESPONSIBILITIES OF THE UNIVERSITY FACULTY SUPERVISOR..36 RESPONSIBILITIES OF THE DISTRICT COOPERATING TEACHER...38 STUDENT TEACHING FINAL GRADE.41 FACULTY SUPERVISOR EVALUATION.47 COOPERATING TEACHER EVALUATION.48 2

3 OVERVIEW The University of Phoenix Graduate Teacher Education Program develops teachers who, as an integral part of the school community, facilitate the development of students who are secure and productive citizens in a changing society. Our goal in the College of Education is to impact P-12 student learning, one educator at a time. In so doing, the College offers a program that recognizes and addresses the developmental process of teaching and learning in a diverse society. The guiding philosophy of the University of Phoenix s Graduate Teacher Education Program is to provide the adult student, who already has a degree in a discipline other than education, with individualized opportunities to become an educator. Every graduate is able to offer leadership in his/her chosen educational communities and can flexibly model and communicate the critical attributes of the following: Creativity Self-knowledge and direction Courageous and strategic risk-taking Diversity appreciation Wellness Authentic product development and presentation Reflective practice A life-long commitment to learning and teaching Course work leading to state certification incorporates the principles of integrative education, performance assessment, and technological advances. Each certificate program culminates in a student teaching experience under direct University of Phoenix guidance and supervision. 3

4 ADMISSION REQUIREMENTS PROGRAM POLICIES 1. An undergraduate degree from a regionally accredited college or university. 2. A cumulative grade point average (GPA) of 2.5 or better on the undergraduate degree posted transcript. 3. A minimum equivalent of three (3) years of post-high school work experience. 4. Current employment. 5. Applicants whose native language is not English must have one of the following: a. Achieved a minimum score of 213 on the computer-based exam on the Test of English as a Foreign Language (TOEFL) within two years of application to the University. b. Achieved a minimum passing score of 750 on the Test of English as an international Communication (TOEIC) within two years of application to the University. c. Achieved a minimum passing score of 6.5 on the test of the International English Language Testing System (IELTS) within two years of application to the University. 6. A signed application, MAED/TED New Student Checklist, and enrollment agreement. 7. Appropriate access to technology as established by the Student Technology Recommendations and Competencies outlined in the Student Catalog. PROGRESSION REQUIREMENTS The University of Phoenix will implement several screening processes for candidates in the teacher preparation program to ensure that only the most qualified candidates enter, remain, and complete the teacher preparation program as evidenced in the admission, progression, and completion requirements. In order to progress to the student teaching portion of the teacher preparation program, candidates must meet the following requirements: 1. Verification of passing scores on the Florida General Knowledge Exam (basic skills proficiency). 2. Verification of passing scores on the Florida Subject Area Exam (elementary education or secondary content area). 3. Achieve passing scores on the formal interview that occurs during Student Teaching Seminar I. 4. Submission of a two-page typewritten statement detailing reasons for wanting to become a teacher, including any past experiences in teaching. This statement will be submitted to the interviewer at the time of the formal interview. 5. Provide verification of fingerprint clearance. This must be provided prior to beginning the field experience. (Note: This process may take several weeks.) If the campus receives written verification that a student has not met the fingerprint clearance 4

5 requirements and is not eligible to hold a teaching certificate, the student must withdraw from the program. 6. Submit two professional letters of recommendation completed within the past year. 7. Verification of immunization. 8. Completion of the e-portfolio evaluation courses will be required as a pre-requisite to specific courses in the Preferred Sequence. COMPLETION REQUIREMENTS The completion requirements for the teacher preparation program are outlined below: 1. The completion of a University required course of study. All but six (6) credits of the major course of study must be completed at the University to meet residency requirements. 2. A minimum cumulative University grade point average (GPA) of Satisfactory completion of the action research project. 4. Satisfactory completion and uploading of the Teacher Work Sample to the e-portfolio. 5. Satisfactory completion of the Field Experience Observation Record (100 hours). 6. Satisfactory completion of the student teaching experience and course work. 7. Development and maintenance of the electronic portfolio. In order to receive an Institutional Recommendation, students must meet the following requirements. 1. Upon completion of the MAED/TED Elementary program, students must complete a University of Phoenix graduation application. Students records will be analyzed to ensure that they have met all academic and financial requirements of their program. Once they have been cleared, they will receive their diploma and an official transcript. An institutional Recommendation (recommendation for teaching certificate) cannot be completed until this process has been finished. This will ensure that students have met all of their obligations to the University before they are eligible for certification by the state. 2. Students must verify a passing score on the Florida Professional Education Exam before being issued an institutional recommendation. 3. Students may need to meet other requirements as set forth by the Florida Department of Education. Students are advised to check with the Florida Department of Education for any additional certification requirements. 5

6 CURRICULUM AND COURSE SEQUENCE The core curriculum in each area is completed in the order recommended by the University. The University reserves the right to modify and/or re-sequence the curriculum as necessary. The Master of Arts in Education Elementary Teacher Education courses and required course sequence are indicated in the following chart: Course Number Course Title Credits Prerequisites MTE507 Orientation to Teacher Education 0 *COM 516 Professional Communication 1 MTE 501 The Art and Science of Teaching 2 COM 516 MTE 505 Child and Adolescent Development 3 COM 516 MTE 509 Models, Theories and Instructional Strategies 2 MTE 501 MTE 509E** E-portfolio Evaluation for MTE MTE 509 MTE 561 Action Research 3 COM 516 ELM 516 Elementary Student Teaching I: The Professional Educator 2 MTE 501 MTE 505 MTE 509 ELM 516E** E-portfolio Evaluation for ELM ELM 516 Progression requirements must be completed by the end of ELM 516. These include passing scores on the basic skills exam, passing scores on state-mandated elementary content area exams, fingerprint clearance, letters of recommendation, passing scores on formal interview, and personal statement regarding teaching. Evidence of these proficiencies must be uploaded to the Teacher Education Program Requirement DRF in the e-portfolio. In some states, candidates may need to provide verification of immunizations. RDG 530 Curriculum Constructs and Assessment: Reading and Language Arts 4 ELM 516 MTE509E RDG 530E** E-portfolio Evaluation for RDG RDG 530 SEI 500 Structured English Immersion 3 ELM 516 SPE 514 Survey of Special Populations 2 ELM 516E MTE 509E SPE 514E** E-portfolio Evaluation for SPE SPE 514 MTE 520 Maintaining an Effective Learning Climate 3 ELM 516E MTE 520E** E-portfolio Evaluation for MTE MTE 520 6

7 MTE 531 MTE 532 Curriculum Constructs and Assessment: History/Social Science Curriculum Constructs and Assessment: Science and Math 2 ELM 516E SPE 514E 4 ELM 516E SPE 514E MTE 520E MTE 532E** E-portfolio Evaluation for MTE MTE 532 MTE 534 MTE 537 Curriculum Constructs and Assessment: Visual and Performing Arts Curriculum Constructs and Assessment: Physical Education/Health 2 ELM 516E SPE 514E MTE 520E 2 ELM 516E ELM 591 Elementary Student Teaching II 3 RDG 530E SEI 500 MTE 531 MTE 532E MTE 534 ELM 591E** E-portfolio Evaluation for ELM ELM 591 ELM 593 Elementary Student Teaching III 3 ELM 591 ELM 593E** E-portfolio Evaluation for ELM ELM 593 Total Credits 41 *Entry point **Course has a Pass/Fail grade 7

8 COMPETENCIES AND PROGRAM STANDARDS Graduates of the program will demonstrate competencies in the following program standards: (Based on the combined work of Charlotte Danielson, INTASC, NCATE, and ISTE) Domain One: Planning and Preparation 1A Knowledge of Content and Pedagogy The proficient teacher: 1. Demonstrates solid knowledge of content and pedagogy. 2. Exhibits skills and knowledge that reflect current research and best practices in the field. 3. Can relate his/her disciplinary knowledge to other subject areas. 4. Understands how students' misconceptions can influence their learning. 5. Uses differing viewpoints, theories, and methods of inquiry in his/her teaching of subject matter concepts. 6. Demonstrates a sound understanding of technology operations and concepts. 1B Instructional Planning and Resources The proficient teacher: 1. Establishes high expectations for all students. 2. Uses clear goals tied to student outcomes. 3. Plans instruction in order to meet the needs of diverse learners. 4. Creates interdisciplinary learning experiences from several subject areas. 5. Effectively uses and evaluates a wide variety of resources to enhance student learning. 6. Applies current research on teaching and learning with technology when planning learning environments and experiences. 7. Plans and design effective learning environments and experiences supported by technology. 1C Instructional Design The proficient teacher: 1. Designs instructional activities that are appropriate for all students. 2. Creates instructional activities that reflect different learning styles. 3. Develops and uses curricula that encourage students to see, question, and interpret ideas from diverse perspectives. 4. Develops instructional activities that are aligned with established goals and state standards. 5. Implements curriculum plans that include methods and strategies for applying technology to maximize student learning. 1D Assessment The proficient teacher: 1. Uses a variety of formal and informal strategies to assess instructional goals. 2. Establishes clear criteria that have been communicated to all students. 8

9 3. Uses results in planning for individuals, groups and diverse learners. 4. Solicits and uses information about students' experiences, learning behavior, needs, and progress from parents, other colleagues, and the students themselves. 5. Applies technology to facilitate a variety of effective assessment and evaluation strategies. 2A Managing Classroom Procedures Domain Two: Learning Environment The proficient teacher: 1. Effectively organizes and manages tasks for individuals and groups. 2. Ensures that transitions occur smoothly. 3. Establishes efficient systems for non-instructional duties and scheduling. 4. Manages student-learning activities in a technology-enhanced environment. 5. Plans for the management of technology resources within the context of learning environments. 2B Managing Student Behavior The proficient teacher: 1. Establishes clear standards of conduct. 2. Effectively monitors student behavior. 3. Ensures that disciplinary actions are generally appropriate. 4. Maintains the dignity of the learning community. 5. Is able to apply technology to monitor and improve student behaviors. 2C Creating a Positive Learning Climate The proficient teacher: 1. Establishes a learning community that is safe, warm, and caring. 2. Creates a climate that supports diversity and is appropriate for a variety of developmental and cultural norms. 3. Maximizes the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to classroom goals. 4. Maintains interactions that are polite and respectful. 5. Creates a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, and engage in purposeful learning activities. 6. Applies technology to increase student productivity. 9

10 Domain Three: Instruction 3A Communication The proficient teacher: 1. Models good verbal and written skills. 2. Often uses technology to clearly communicate instruction and/or classroom procedures. 3. Provides high-quality feedback in a timely manner. 4. Uses a vocabulary and communication style that reflects sensitivity to gender and cultural issues. 5. Communicates in ways that are appropriate for diverse student populations. 3B Student Engagement The proficient teacher: 1. Designs instructional activities that accurately represent course content. 2. Creates lessons and activities that are cognitively appropriate for all students. 3. Uses effective resource materials, including technology, to engage students. 4. Designs structured well-paced lessons that are aligned with clear objectives. 5. Employs questioning strategies that are of high quality, allow time for student responses and which generally engage all students. 3C Diversity The proficient teacher: 1. Modifies lessons, assessments, and teaching style to accommodate the needs of diverse learners. 2. Successfully accommodates questions related to diverse interests within the context of a lesson. 3. Identifies when and how to access appropriate services or resources to meet exceptional learning needs. 4. Brings multiple perspectives to the discussion of subject matter, including attention to students' personal, family, and community experiences and cultural norms. 5. Uses technology to support learner-centered strategies that address the diverse needs of students. Domain Four: The Professional Educator 4A Parent and Community Involvement The proficient teacher: 1. Provides frequent information to families about student learning and achievement. 2. Engages parents and families in the educational process. 3. Participates in professional organizations. 4. Volunteers to contribute to school and community projects. 10

11 5. Identifies and uses community resources to foster student learning. 4B Professionalism The proficient teacher: 1. Establishes a system for maintaining information on student progress. 2. Regularly serves as an advocate for all students. 3. Is able to assess his/her own professional growth. 4. Seeks out opportunities for further professional development. 5. Works as a team player within the school community. 6. Maintains an open mind in decision-making processes. 7. Understands social, ethical, legal, and human issues in education and applies those principles in practice. 8. Understands the social, ethical, legal and human issues surrounding the use of technology and applies those principles in practice. 9. Uses technology to enhance productivity and professional practice. 4C Reflection The proficient teacher: 1. Uses observations, student information, technology, and professional literature to reflect on the effectiveness of instructional and assessment techniques. 2. Understands the impact of the history of education on today s educational systems. 3. Can make specific suggestions to improve teaching and student learning. 4. Can implement practices, based on reflective processing, to improve teaching and student learning. 5. Reflects on and cites examples of ethical and legal issues as they apply to educational settings. 11

12 ACTION RESEARCH PROJECT The action research project is an important component of the MAED/TED-Elementary program at the University of Phoenix. Students will participate in a three credit course which covers research methodology, statistics, literature review and the basics of action research. Students will complete an action research proposal during the course, with implementation during the student teaching experience. 12

13 FIELD EXPERIENCE Beginning with the first course, and throughout the program, students will complete 100 hours of verified field experience, covering a variety of developmental levels. These field experiences must include beginning reading, English Language Learners, special populations, multiple grades, and/or specific content areas. The focus of each observation will relate to specific course content and will follow a structured format. Documentation will be maintained in the electronic portfolio. The completed field experience log must be submitted in the final Student Teaching Seminar III and will be evaluated by faculty advisors. Field experience placement is made through a formal district and University of Phoenix placement process. District fingerprinting requirements must be completed before beginning the field experience hours. Guidelines for Classroom Observation You will probably be surprised by the volume of information that you can collect simply by observing the activities that occur in the classroom. Utilize the following guidelines as you conduct your classroom observation: 1. Be unobtrusive. Move quietly and quickly to eliminate distractions. If the teacher is not involved in an activity with the students, ask him/her where you should sit or stand to observe the class. 2. Be objective. Classroom observations should be fact-based and unbiased. Your value judgments should not enter the classroom. 3. Schedule a convenient time to observe a classroom. Once you have selected a school, call the principal and ask him/her to suggest convenient observation times and to approve your observation. Then, talk to the classroom teacher to whom you have been assigned to schedule a convenient observation time. Be sure to emphasize that you would prefer to observe the class during instructional time. a. Call ahead if you cannot arrive at your scheduled time. b. Reschedule if your observation occurs during lunch, recess, a planned field trip, or other events. 4. Be aware of "teachable moments." If the activity that you are observing looks nothing like what you were told to expect, you may be a witness to a "teachable moment." Teachers are experts at "seizing the moment." Make notes to determine if you can identify when the teacher seized a teachable moment and when he/she ignored such opportunities. You will learn a great deal by asking a teacher why certain things occur or do not occur in his/her classroom. 5. Acknowledge your classroom observation as a learning experience. Learn from the teachers to whom you are assigned: you will see instructional techniques that you will want to replicate and you will see others that you will not want to model. The time that you spend observing teachers, students, and classrooms will be invaluable to you as begin your teaching career. 6. Include basic information in your classroom observation report. Your classroom observation report should include specific details regarding classroom occurrences (e.g., instructional techniques, students' responses, etc.), as well as the following basic information: 13

14 a. Your name. b. Date of the classroom observation. c. The name of the school where the observation occurred. d. The grade level of the students observed. e. The number of students, teachers, and other adults present during the observation. FIELD EXPERIENCE RECORD Students are required to complete 100 hours of field experience by the end of the MAED/TED Elementary program. These hours do not include substitute teaching or student teaching. The field experiences are designed to provide you with the opportunity to observe experienced teachers in the field and participate in professional development activities. In addition, specific courses in the MAED/TED program will provide opportunities for you to practice teach with students in real classrooms. Always remember that you must conduct yourself in a professional and ethical manner while visiting a school or other venue. Dress appropriately and professionally; treat your hosts with courtesy and respect; and don t share personal information that you may learn about staff, faculty, or students. Consult the University of Phoenix Material Guidelines for Classroom Observation available in the Program Handbook or in resource. This record is divided into two sections: Section One outlines the required course-related field experiences. These are assignment outlines only. Always check your syllabus and consult with your faculty member for more assignment details and due dates. Section Two provides field experience suggestions by category; these experiences will be scheduled by you and are not related to a particular course. You should save this Microsoft Word file to your own computer and maintain it electronically. You will be required to post this record to TaskStream at selected times during your program for faculty review. You are required to note the time spent in each experience, write a description of the experience, and reflect on the experience. You should also obtain signatures from persons in authority (e.g., classroom teacher, workshop facilitator) confirming the field experience. A signature page is included at the end of the Field Experience Record. The signature page can be scanned and posted to TaskStream at the same time as you post your record. Also complete the School Information sheet to the best of your ability and post with the record. Reflection on the experience should include consideration of the following questions: What did I observe or do? What did I learn? What did I gain from the experience? What was the benefit to my development and growth as a teacher? What went well? What could have been improved? 14

15 Section One: Required Course-Related Field Experiences. These are not complete assignment descriptions. There may be related readings and written assignments required. Consult with your faculty member and/or course syllabus for complete assignment details. ACTIVITY DESCRIPTION OF FIELD EXPERIENCE DATE, PLACE, AND TIME SPENT (NUMBER OF HOURS) REFLECTION ON THE EXPERIENCE MTE 501 The Art and Science of Teaching Schedule a classroom visit (minimum of one class period) for the purpose of making an observation. Look for and make notes regarding the following. Classroom arrangement Use of technology in instruction Classroom procedures and rules Student/teacher relationship Motivational techniques (extrinsic and intrinsic) MTE 505 Child and Adolescent Development Make preparations for an observation experience using the University of Phoenix Material Observation: Validating Theory in the Classroom as a guide. Determine what kind of setting you would like to observe, and formulate goals for the observation. You are responsible for determining theories that apply to the age group observed, as well as the activities, the multicultural issues, the dress, and the interaction of conversation and physical contact that are observed. If you plan to observe a classroom situation, make arrangements to contact a principal and/or teacher of the desired grade level and arrange the on-site visitation, the time of the visitation, and the activities to be observed. **** Design a developmentally appropriate activity for a specific age group (e.g., 3-5-year-olds, middle schoolers). The activity may be related to any content area or topic. Conduct the activity with the children (consider before- and after-school programs, community center programs, etc.). 15

16 ACTIVITY DESCRIPTION OF FIELD EXPERIENCE DATE, PLACE, AND TIME SPENT (NUMBER OF HOURS) REFLECTION ON THE EXPERIENCE MTE 509 Models, Theories, and Instructional Strategies Interview and observe a teacher with respect to lesson plan development and delivery. Use the following questions as a guide. Are written lesson plans required? If so, do they have to be submitted to the principal? If lesson plans are not required, does the teacher write them anyway? How long does it take to develop a lesson plan? For the day? For the week? What format does the teacher use for writing them? What were the students and your reactions to the lesson plan you observed being taught? **** During the interview assigned above, determine an appropriate time with the teacher that you may teach a minute lesson to the students in his/her classroom. Using the lesson plan developed for this course, deliver the lesson to the students. 16

17 ACTIVITY DESCRIPTION OF FIELD EXPERIENCE DATE, PLACE, AND TIME SPENT (NUMBER OF HOURS) REFLECTION ON THE EXPERIENCE SEI500 Structured English Immersion Develop a Family Literacy Program Presentation. It can be a slide show, a PowerPoint presentation, or a video. Include a description of your Family Literacy Program. The presentation should be designed to help parents understand the program, provide staff information, and outline the program s expectations, etc. You may also include information about before- and after-school programs and anything else that makes the program special and unique. Your first step will be to contact and observe a current family literacy program. Observe and interact with the families in the program. Think about how you could incorporate some of the ideas into a family literacy program for a local school and community. Evaluate the effectiveness of the program. Ask yourself if the program is accessible. Who does it serve: the whole family or adults? Does the center help minority parents increase their children s academic success and allow the parents to become more actively involved with their children s schooling? After you have observed a program, design a program for a local school and neighboring community based on what you perceive as the best practices of the program that you observed. After you have created the program, you will need to develop a multimedia presentation advertising the program to parents. 17

18 ACTIVITY DESCRIPTION OF FIELD EXPERIENCE DATE, PLACE, AND TIME SPENT (NUMBER OF HOURS) REFLECTION ON THE EXPERIENCE MTE 520 Maintaining an Effective Learning Climate Plan to conduct a classroom observation, concentrating on classroom management. Look for the following: Teacher s style of management How the teacher interacts with students Classroom set-up Examples and incidents of mutual respect Preventive procedures and activities If possible, interview the classroom teacher and ask the following questions: What discipline model is used in the classroom and school? How does the teacher deal with the parent/guardian of a disruptive child? **** After the observation, determine an appropriate time with the teacher that you may teach a classroom management procedure or conduct a brief activity with the students in his/her classroom. If you choose to conduct a brief activity, especially consider the classroom management issues involved. MTE 531 Curriculum Constructs and Assessment: History and Social Science As part of the assigned Integrated Unit of Study, you will be required to select one lesson and teach to students in a grade-appropriate classroom. The lesson is to align to state and national standards; include objectives, activities, and assessments; incorporate the use of technology; and integrate other content as appropriate. 18

19 ACTIVITY DESCRIPTION OF FIELD EXPERIENCE DATE, PLACE, AND TIME SPENT (NUMBER OF HOURS) REFLECTION ON THE EXPERIENCE MTE 532 Curriculum Constructs and Assessment: Science and Mathematics As part of the assigned Integrated Unit of Study, you will be required to select one lesson and teach to students in a grade-appropriate classroom. The lesson is to align to state and national standards; include objectives, activities, and assessments; incorporate the use of technology; and integrate other content as appropriate. **** You are responsible for conducting two interviews and observations using an interview instrument or question set developed by you and reviewed by the instructor. There should be one observation of a mathematics lesson and another observation of a science lesson. You should develop an interview instrument or set of questions to utilize during the interviews/observations. Consider the following during the development of the instrument: Learning environment Instructional and assessment strategies Integrating and unifying concepts for a mathematics and science lesson MTE 534 Curriculum Constructs and Assessment: Visual and Performing Arts Observe a visual and performing arts lesson in an elementary classroom. Look for the following: Types and use of resources (including community resources) Classroom management and procedures Management of equipment and supplies Lesson planning Assessment Instruction of diverse learners Appropriate use of vocabulary Integration of visual and performing arts with other content areas **** As part of the assigned Integrated Unit of Study, you will be required to select one lesson and teach to students in a grade-appropriate classroom. The lesson is to align to state and national standards; include objectives, activities, and assessments; incorporate the use of technology; and integrate other content as appropriate. 19

20 ACTIVITY DESCRIPTION OF FIELD EXPERIENCE DATE, PLACE, AND TIME SPENT (NUMBER OF HOURS) REFLECTION ON THE EXPERIENCE MTE 537 Curriculum Constructs and Assessment: Physical Education and Health Observe a physical education and/or health lesson at the K-8 level. What was effective about the lesson? What could have been improved or changed about the lesson? **** As part of the assigned Integrated Unit of Study, you will be required to select one lesson and teach to students in a grade-appropriate classroom. The lesson is to align to state and national standards; include objectives, activities, and assessments; incorporate the use of technology; and integrate other content as appropriate. **** Observe an organized sport (with children or adults). Consider the psychological aspect of the sport in relation to the athletes and the spectators. In addition, discuss the psychological impacts of organized, competitive sports on children. Include issues of selfconcept, health, parent involvement, teamwork, etc. RDG 530 Curriculum Constructs and Assessment: Reading and Language Arts This course includes a practicum requirement, requiring you to participate in a teaching situation with one reading client. The experience will involve diagnosing the client s reading strengths and weaknesses, planning a program of remediation, writing lessons, and teaching the client. Review the University of Phoenix Materials Tutoring Sessions, Tutoring Log, and Client Instructional Sessions/Workshop Schedule for information on the content and schedule of client sessions. 20

21 ACTIVITY DESCRIPTION OF FIELD EXPERIENCE DATE, PLACE, AND TIME SPENT (NUMBER OF HOURS) REFLECTION ON THE EXPERIENCE SPE 514 Survey of Special Populations Locate a site of your choice for an observation, such as a special education classroom, regular inclusive classroom, gifted and talented classroom, or private intervention agency. Identify and describe the client or student population Describe the types of services available for clients or students Identify the funding agency Describe the staffing (number, types of positions) Describe the materials and curricula used Describe the adult-client and/or teacherstudent interaction Describe how students are assessed for placement as well as instructional assessment In addition, prepare an evaluation of the classroom/agency. Is this a classroom/agency in which you would place your own child? Are there changes you would make? If so, what? **** Using the lesson plan that you developed in MTE 509, make necessary adaptations for a special populations category (e.g., learning disabled, visually impaired). Determine an appropriate time with a teacher that you may teach the minute adapted lesson to a student or students in his/her classroom. 21

22 Section Two: Other Field Experiences. You will need to schedule and arrange other field experiences in order to complete the required number of hours. Consult with your faculty member if you have questions or need other suggestions. Suggested activities include: Observations at local schools including a variety of grade levels, content areas, and student ability levels. You should also schedule observations at a diverse variety of schools and districts (based on socio-economic level, rural/urban setting, student demographics, etc.). Attendance at parent/teacher organization meetings, school board meetings, grade level and content area meetings, all-school staff meetings and training. (If you do attend a parent/teacher organization meeting, don t attend your own child s school meeting. You should take the teacher s perspective.) Workshops and conferences for educators. Check with local school districts, the state department of education, local colleges and universities, and professional organizations for schedules of events. ACTIVITY DESCRIPTION OF FIELD EXPERIENCE DATE, PLACE, AND TIME SPENT (NUMBER OF HOURS) REFLECTION ON THE EXPERIENCE (add lines as needed) 22

23 SCHOOL INFORMATION Candidates are expected to conduct their field experiences in a variety of diverse settings. For each school site where you conduct an observation or carry out an activity, provide the following information. You will scan and post this page to TaskStream at the same time you post your field experience observation record. School Name School Size Private School Public School Urban School Rural School Title I School Population of English Language Learners (School) Population based on Disability Categories (School) School Report Card information (demographics, school grade ) Content Area (Classroom) Grade Level (Classroom) Add checklists as needed. 23

24 TASKSTREAM: ELECTRONIC PORFTOLIO OVERVIEW TaskStream provides three portfolio/folio options. They include the Directed Response Folio (DRF), Presentation Portfolios, and Resource Folios. The electronic portfolio requirements of the University of Phoenix are specified in a DRF. A DRF is also used to gather the program requirements for progression and completion. Each student will therefore have one DRF for coursework and one for program requirements. Directed Response Folio (DRF) [Required] Completion of the e-portfolio is a completion requirement for teacher education programs. Students will upload the required artifacts to the program DRF and submit for evaluation. The student will then either their DRF to the faculty member or open their TaskStream account for the faculty to review and verify the assignment is uploaded. The e-course will be assigned the grade received on the assignment during the regular course. The e-courses are developed as zero (0) credits, zero (0) weeks and the grade received will not impact financial aid or grade point average. If the student fails to meet the minimum requirements for the artifact or fails to submit an artifact, a grade of Fail (F) will be given for the e- course. Students who receive a grade of Fail (F) in an e-course will not be able to advance to Student Teaching. Students should contact the campus to make arrangements to retake the e-course. In addition, a Teacher Education Program Requirements DRF will be used to gather academic progression and completion requirements. Students will upload the requirements into the DRF and submit for evaluation. The item will automatically be submitted to campus personnel for evaluation. The item will then be marked as Meets or Does Not Meet Requirement. If the item does not meet the requirement, it will be returned to the student with an explanation. The student should then resubmit the item to meet the program requirement. Students who do not submit the required progression requirements will encounter problems progressing in the program and will not be able to advance to student teaching. Personal Presentation Portfolios and Resource Folios [Optional] In addition to the required DRF, students are highly encouraged to develop personal Presentation Portfolios and Resource Folios. These folios can be used to share coursework with potential employers or to use as a resource when working in the field. Students may use the What s This link from within the Web Folio Builder of TaskStream to explore these options further. Both the Presentation Portfolio and the Resource Folio have templates that can be used for a personal portfolio/folio as a starting point. The templates can be modified to meet student needs. Students may want to consider a Reflective Portfolio from the Presentation Portfolios and Favorite Web Sites from the Resources Folio. There is no limit to the number of portfolios/folios a student may have, but there 24

25 are storage space limitations. Throughout the coursework, there are notes in the syllabi that identify assignments and resources that students may choose to include in a personal portfolio/folio. Students are not required or limited to the suggestions. The items uploaded to the Presentation Portfolio and Resource Folio are not visible to faculty members or the University and will not be evaluated. However, the portfolio may be shared by ing or publishing. From within the Presentation Portfolio or Resource Folio, click on the Publish/Share button to explore these options. Electronic Portfolio Artifacts are shown in the following chart. COURSE TITLE REQUIRED ASSIGNMENT(S) MTE 509: Models, Theories and Instructional Lesson Plan. (Individual Assignment) Strategies MTE 516: Elementary Student Teaching I: The Professional Educator Professional Growth Plan: (Individual Assignment) Field Experience Observation Record Program Requirements (required for Character Recommendation Letters progression) Reflection Paper on Becoming a Teacher Personal Assessment Interview Fingerprint Clearance Content Test Spores Basic Skills Scores Immunization Record RDG 530: Curriculum Constraints and Integrated Unit Assessment: Reading and Language Arts SPE 514: Survey of Special Populations Instructional and Management Plan. MTE 520: Maintaining an Effective Learning Climate Classroom Management Plan. (Individual Assignment) MTE 532: Curriculum Constraints and Integrated Unit Assessment: Science and Math Field Experience Observation Record Elementary Student Teaching, Seminar II Professional Growth Plan II (Individual Assignment) Elementary Student Teaching Seminar III Complete Teacher Work Sample Professional Growth Plan III (Individual Assignment) Evaluations Cooperating Teacher Evaluation of Student (Midterm and Final) Faculty Supervisor Evaluation of Student (Midterm and Final) Student Evaluation of Cooperating Teacher Student Evaluation of Faculty Supervisor Program Completion Requirements Student Teaching Data Final Field Experience Observation Record Professional Knowledge Exam 25

26 TEACHER WORK SAMPLE PROJECT Performance Prompt Teaching Processes Standards and Indicators Scoring Rubrics Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each student s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: The teacher uses information about the learning/teaching context and student individual differences to set learning goals and objectives, plan instruction, and assess learning. The teacher sets significant, challenging, varied, and appropriate learning goals and objectives. The teacher uses multiple assessment modes and approaches aligned with learning goals and objectives to assess student learning before, during, and after instruction. The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts. The teacher uses on-going analysis of student learning to make instructional decisions. The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Your Assignment You are required to teach a comprehensive unit. Your instructional goals and objectives should be based on your state or district content standards. You will also need to create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment), and after (post-assessment) your unit instruction. Finally, you need to analyze and reflect on your instructional design, educational context, and learning gains demonstrated by your students. The Teacher Work Sample Project is completed in conjunction with the student teaching experience. Faculty advisors in the field monitor this project, which is posted to the electronic portfolio. The product is a four week standards-based unit including the following elements: 26

27 Unit learning goals Contextual information Content Assessment plan Pre-assessment analysis Design for instruction Description of two featured students The instructional process of the two featured students Analysis of learning results Reflection on teaching and learning A full description and requirements for the Teacher Work Sample is available in a document called University of Phoenix MAED-TED Elementary Teacher Work Sample. 27

28 STUDENT TEACHING OVERVIEW Student teaching is an integral component of the teacher preparation program. It provides candidates with a field-based experience at the appropriate grade and content level. Student teaching must be in the area of certification. Student teachers work with a master teacher from a school site and with a University of Phoenix faculty supervisor. Candidates experience a clinical supervision model during the instructional phase of the course that utilizes observation, analysis, reflection, and conferencing components. Additionally, student teachers will be responsible for completing topical assignments designed to demonstrate practical application of skills and knowledge gleaned from program curriculum. The completion of each assignment is scheduled to coincide with faculty supervisor visitations and/or student teaching seminars; the content of these assignments will form the basis for discussion at the meetings. The student teaching experience is designed to emphasize the achievement of state specific standards leading to certification and to present individuals with growth opportunities that best prepare them to assume the duties of a certified classroom teacher. POLICIES Student teaching is a full-time experience. Each campus establishes operational policies related to placement and completion of student teaching. Candidates must follow the guidelines in place at their campus. 1. Student Teaching Seminar I is a pre-requisite course to student teaching. Candidates must successfully pass this first student teaching seminar prior to beginning their student teaching experience. 2. Candidates must earn a B or better in Student Teaching Seminar I. If a candidate receives less than a B (B- or lower, or an Incomplete), he/she must repeat the course. 3. Candidates must take the Student Teaching Seminars II and III concurrently with the student teaching experience. If a candidate chooses to postpone student teaching, he/she must postpone enrollment in Seminars II and III. 4. Candidates must earn a B or better in Student Teaching Seminar II in order to progress to Student Teaching Seminar III and the remainder of the student teaching experience. Candidates who do not earn a B or better will be required to repeat the seminar and student teaching. 5. Candidates must earn a B or better in Student Teaching Seminar III in order to complete the teacher education program. Candidates who do not earn a B or better will be required to repeat the seminar and student teaching. 6. Student teaching can only be repeated one time. 7. Candidates enrolled in the MAED/TED program must student teach in either an elementary or secondary setting based on their program specialization. Candidates seeking special education certification must enroll in the MAED/SPE 28

29 program. Candidates in the MAED/TED program may not student teach in special education. 8. It is recommended that students complete their student teaching block within twelve (12) months from the completion date of their last required course in the program. If students defer student teaching for more than one year, they may encounter changes instate examinations and/or other requirements for teacher certification. Students will be responsible for complying with any new state credentialing requirements at the time student teaching is completed. OUT-OF-STATE STUDENT TEACHING Candidates who are unable to complete their student teaching experience at the campus where they began are not guaranteed a placement. Candidates may be able to complete their student teaching through the University of Phoenix Online campus. A select number of states do not participate in the University of Phoenix Teacher Education program. Candidates must contact the Online campus for a list of participating states and procedures for student teaching placement. 1. Candidates must successfully pass Student Teaching Seminar I prior to beginning the student teaching experience. 2. Candidates must enroll in the remaining Student Teaching Seminars II and III through the Online campus while completing their student teaching experience. 3. Candidates need to work directly with the Online campus to complete the requirements for verification of placement. ALIGNMENT WITH FLORIDA ESSENTIAL PRACTICES OF EFFECTIVE TEACHING The student teaching experience is aligned with the following Florida Essential Practices of Effective Teaching: (1) Accomplished Practice One - Assessment. (a) Accomplished level. The accomplished teacher uses assessment strategies (traditional and alternate) to assist the continuous development of the learner. (b) Professional level. The professional teacher continually reviews and assesses data gathered from a variety of sources. These sources can include, but shall not be limited to, pretests, standardized tests, portfolios, anecdotal records, case studies, subject area inventories, cumulative records, and student services information. The professional teacher develops the student's instructional plan that meets cognitive, social, linguistic, cultural, emotional, and physical needs. (2) Accomplished Practice Two - Communication. (a) Accomplished level. The accomplished teacher uses effective communication techniques with students and all other stakeholders. 29

30 (b) Professional level. The professional teacher constantly seeks to create a classroom that is accepting, yet businesslike, on task, and produces results. She/he communicates to all students high expectations for learning, and supports, encourages and gives positive and fair feedback about their learning efforts. This teacher models good communication skills and creates an atmosphere in the classroom that encourages mutual respect and appreciation of different cultures, linguistic backgrounds, learning styles, and abilities. (3) Accomplished Practice Three - Continuous Improvement. (a) Accomplished level. The accomplished teacher engages in continuous professional quality improvement for self and school. (b) Professional level. The professional teacher recognizes the need to strengthen her/his teaching through self reflection and commitment to life-long learning. The teacher becomes aware of and is familiar with the School Improvement Plan. The teacher's continued professional improvement is characterized by participation in in-service, participation in school/community committees, and designing and meeting the goals of a professional development plan. (4) Accomplished Practice Four - Critical Thinking. (a) Accomplished level. The accomplished teacher uses appropriate techniques and strategies which promote and enhance critical, creative, and evaluative thinking capabilities of students. (b) Professional level. The professional teacher will use a variety of performance assessment techniques and strategies that measure higher order thinking skills in students and can provide realistic projects and problem solving activities which will enable all students to demonstrate their ability to think creatively. (5) Accomplished Practice Five - Diversity. (a) Accomplished level. The accomplished teacher uses teaching and learning strategies that reflect each student's culture, learning styles, special needs, and socio-economic background. (b) Professional level. The professional teacher establishes a risk-taking environment which accepts and fosters diversity. The teacher must demonstrate knowledge of varied cultures by practices such as conflict resolution, mediation, creating a climate of openness, inquiry and support. (6) Accomplished Practice Six - Ethics. (a) Accomplished level. The accomplished teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida. (b) Professional level. The professional teachers adhere to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida. 30

31 (7) Accomplished Practice Seven - Human Development and Learning. (a) Accomplished level. The accomplished teacher uses an understanding of learning and human development to provide a positive learning environment which supports the intellectual, personal, and social development of all students. (b) Professional level. Drawing upon well established human development/learning theories and concepts and a variety of information about students, the professional teacher provides learning opportunities appropriate to student learning style, linguistic and cultural heritage, experiential background and developmental level. (8) Accomplished Practice Eight - Knowledge of Subject Matter. (a) Accomplished level. The accomplished teacher demonstrates knowledge and understanding of the subject matter. (b) Professional level. The professional teacher has a basic understanding of the subjects she/he teaches and is beginning to understand that her/his subject is linked to other disciplines and can be applied in real world integrated settings. The teacher seeks out ways/sources to expand her/his knowledge. The commitment to learning about new knowledge includes keeping abreast of sources which will enhance teaching. The teacher's repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge. (9) Accomplished Practice Nine - Learning Environments. (a) Accomplished level. The accomplished teacher creates and maintains positive learning environments in which students are actively engaged in learning, social interaction, cooperative learning and self-motivation. (b) Professional level. The professional teacher understands the importance of setting up effective learning environments and begins to experiment with a variety of them, seeking to identify those which work best in a particular situation. The teacher provides the opportunities for student input into behavioral expectations by helping students develop a set of shared values and beliefs, by encouraging them to envision the environment in which they like to learn, by providing occasions for reflection upon the rules and consequences which would create such an environment, and by honoring dissent. (10) Accomplished Practice Ten - Planning. (a) Accomplished level. The accomplished teacher plans, implements, and evaluates effective instruction in a variety of learning environments. (b) Professional level. The professional teacher sets high expectations for all students and uses concepts from a variety of concept areas, and plans individually with students and with other teachers to design learning experiences that meet students' needs and interests. The teacher continues to seek 31

32 advice/information from appropriate sources including feedback, interprets the information, and modifies plans. Comprehensible instruction is implemented in a creative environment using varied and motivating strategies and multiple resources. Outcomes are assessed using traditional and alternative approaches. Upon reflection, the teacher continuously refines learning experiences. (11) Accomplished Practice Eleven - Role of the Teacher. (a) Accomplished level. The accomplished teacher works with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students. (b) Professional level. The professional teacher establishes open lines of communication and works cooperatively with families, educational professionals and other members of the student's support system to promote continuous improvement of the educational experience. (12) Accomplished Practice Twelve - Technology. (a) Accomplished level. The accomplished teacher uses appropriate technology in teaching and learning processes. (b) Professional level. The professional teacher uses technology (as appropriate) to establish an atmosphere of active learning with existing and emerging technologies available at the school site. She/he provides students with opportunities to use technology to gather and share information with others, and facilitates access to the use of electronic resources. Specific Authority , , FS. Law Implemented , , FS. History - New

33 RESPONSIBILITIES OF THE STUDENT TEACHER The student teaching experience encompasses several areas: orientation, observation, planning, teaching, and evaluation. The initial orientation period will be followed by a time of observation and limited classroom participation. This important phase of the student teaching experience is designed for the student teacher to become acquainted with classroom procedures and materials. During the teaching phase, the student teacher will be responsible for implementing an instructional unit as part of the requirements for the Teacher Work Sample. This unit is required to successfully fulfill student teaching and complete the teacher preparation program. To avoid any potentially serious problems, it is essential that the student teacher notify either the University faculty supervisor or cooperating teacher as soon as any concern with assignment(s) arises. During student teaching, the student teacher needs to meet the same expectations placed upon other teachers in the school district. This includes following the school district s calendar, attendance policy, call-in procedures, etc. If the student teacher is ill and must be absent, he/she must call the University faculty supervisor and cooperating teacher as soon as possible. The student teacher must always have emergency lesson plans available for a substitute teacher. The student teacher may not be absent from student teaching in order to attend a job interview. The student teacher must contact the University Campus Administration immediately if he/she cannot complete the student teaching assignment for any reason. In order to receive full credit for the student teaching experience, the student teacher is required to complete all assignments as noted by the University Faculty Supervisor and in the student teaching seminars. These may include, but are not limited to, the following: Daily Lesson Plans Written daily lesson plans are required of all student teachers. The cooperating teacher should be considered a resource person in this effort. The plans should be submitted to the cooperating teacher at least 24 hours prior to teaching the lesson. The student teacher must organize lesson plans in a notebook and make them available to the University faculty supervisor when he/she visits. Teacher Work Sample The student teacher is required to design and teach a unit of instruction. The development of this unit should be carefully coordinated with the regular classroom program. The student teacher must consult with the cooperating teacher and University faculty supervisor for suggestions and assistance. 33

34 Electronic Portfolio The student teacher is required to maintain an electronic portfolio documenting progression through the teacher preparation program. In addition, the student teacher is responsible for the following: Becoming familiar with the school s programs, calendar, policies, community, client base, and services. Participating in an observation cycle of master teachers noting routines, student learning styles, teaching style, delivery of curricula, and classroom management. Developing lesson plans collaboratively with the cooperating teacher that satisfy state standards and local school district curricula. Collaborating with the cooperating teacher on designing and implementing the Teacher Work Sample during the student teaching experience. Maintaining informal anecdotal records (noting students learning styles, teaching strategies, what works with students, positive experiences, reactions, etc.). Studying the school district s progress reporting system. The cooperating teacher will model collecting appropriate student class work, diagnosis, and writing/scoring the student progress report. Collecting artifacts and data for the electronic portfolio and maintaining back-up copies of portfolio artifacts. Participating in the professional activities of a classroom teacher. Conferring with and/or observing teaching staff involved with students instructed in special programs or services (speech, English as a Second Language (ESL), Honors (gifted) programs, special education, occupational therapy, physical therapy, etc.). Contacting the cooperating teacher prior to arrival at the school regarding the material he/she will be responsible for at the start of student teaching. The student teacher must prepare any materials, lessons, etc. needed to begin student teaching. Reviewing the school s regulations. As a co-teacher in the system, the student teacher will enforce the student regulations and observe the teacher regulations as if he/she were a contracted teacher in the school. Carefully planning effective lesson plans. Utilizing a variety of teaching methods in the classroom. Providing an effective learning environment for all students. Maintaining effective classroom management procedures. Completing the required number of weeks according to State Department of Education regulations. Notifying both the cooperating teacher and University faculty supervisor if he/she must miss school due to illness. Submitting complete lesson plans to the cooperating teacher if he/she must be absent due to illness. 34

35 Fulfilling the commitment to student teaching and the school. The student teacher must not request time off to attend other functions such as weddings, job fairs, travel, etc. If he/she is absent due to illness one to five days during the semester, he/she must make up those days before completing student teaching. If he/she is absent for more than five days, he/she must withdraw and retake student teaching. Completing an end-of-course survey and submitting it to Academic Affairs. 35

36 RESPONSIBILITIES OF THE UNIVERSITY FACULTY SUPERVISOR The faculty member assigned by the University of Phoenix to supervise individual student teachers through their field experiences and to work collaboratively with the cooperating teacher is an important ingredient in student teaching success. The faculty supervisor serves as an ongoing resource for the cooperating teacher in the school, and monitors and evaluates the student teacher s progress. This faculty member must have a master or doctoral degree and must have experience in supervision. Faculty supervisors use evaluation instruments, standard observation, feedback, and coaching strategies to assist student teachers in developing their instructional and management skills during their time in the classroom. The faculty supervisor is responsible for observing and evaluating candidates during student teaching. This is accomplished through early and frequent observation and feedback sessions with candidates using the forms provided in the module. It is up to the faculty supervisor to determine each candidate s supervision schedule in consultation with the candidate s cooperating teacher to create an individualized plan which best suits the needs of the candidate. The candidate may also indicate a need for more intensive supervision for a period of time or because of issues with a particular skill. It is the University s intent that all student teaching experiences are individualized based upon a candidate s performance and progress in the classroom. In addition, the faculty supervisor links the school site and the University and represents the University to the larger community. The responsibilities of the faculty supervisor are to: Make initial contact with the cooperating teacher. Describe expectations for the student teacher and the role of the designated cooperating teacher. Conduct site visits to each assigned student teacher for the purposes of: a) Monitoring student teacher progress in an accurate and timely fashion. b) Verifying attendance. c) Troubleshooting problem areas. Meet periodically with the cooperating teacher to discuss the student teacher s performance and to answer any questions. Require the student teacher to notify the faculty supervisor immediately of any emergencies or illness that will result in an absence. Inform the student teacher that missed days must be made up (absence from teaching experience of more than 5 days requires the student teacher to withdraw and re-take student teaching). Immediately notify the University of any concerns related to the student 36

37 teacher s performance, the cooperating teacher s performance, or any other issues that warrant University administrative attention. Communicate clearly and directly with the student teacher at all times. It is imperative that graduates from the program are skillful, knowledgeable, and well prepared. If the faculty supervisor has concerns about the content knowledge or performance of the student teacher at any point in the experience, he/she should immediately report these concerns to the Campus College Chair. Ensure that the cooperating teacher assists the student teacher in developing and implementing the Teacher Work Sample. Perform formal evaluations of the student teacher and submit these evaluations to the campus at the appropriate time. This includes a mid-term and final evaluation. The mid-term and final evaluations are submitted to the campus no later than one week after the end of the student teaching experience along with the Student Teaching Final Grade Form. 37

38 RESPONSIBILITIES OF THE DISTRICT COOPERATING TEACHER The cooperating teacher is an integral part of the student teaching experience. The experience and knowledge that the cooperating teacher shares with the student teacher is key to the success of the experience. The cooperating teacher is a classroom teacher designated to oversee, evaluate, and provide feedback to the student teacher on a daily basis. The cooperating teacher should not be a first year teacher, should have at least three years of teaching experience, hold a professional license, and, ideally, will possess a master degree. These supervisors are master teachers in their schools/districts. Cooperating teachers will use evaluation instruments, standard observation, feedback, and coaching strategies to assist student teachers in developing their instructional and management skills during their time in the classroom. The University provides a stipend for professional services to the cooperating teacher. Cooperating teachers are an integral part of the student teaching experience. They are expected to: Facilitate development of the Teacher Work Sample. Provide time for the Teacher Work Sample to be implemented in the classroom. Assist in orienting the student teacher to the school, classroom, and the students, along with school district policies, rules, and regulations. Supervise the student teacher on a daily basis. Phase the student teacher into the teaching/observation cycle. Candidates will begin their experience acting as an observer and will gradually expand their responsibilities in the classroom. The student teacher should be fully in charge of classroom instruction for the final two three weeks of the experience. Provide prompt and substantive feedback to the student teacher regarding all performance activities and interactions with school personnel, students, and parents. Work with the student teacher to develop a schedule of responsibilities. Set and communicate standards for the daily lesson plans that the student teacher is expected to develop. Review the student teacher s lesson plans to allow for revisions where necessary. Communicate the student teacher s progress to the University faculty supervisor via face-to-face discussion or telephone contact. This communication is established by the University faculty supervisor for the purposes of on-going performance review. Complete evaluations of the student teacher s progress using the forms provided in the module and on the electronic portfolio and submit them to the faculty supervisor after reviewing them with the student teacher. Complete a mid-term and final evaluation using the forms provided by the University, review with the student teacher, and submit them to the University 38

39 faculty supervisor. Collaborate with the University faculty supervisor to assist the student teacher in developing identified skill and knowledge deficiencies throughout the student teaching experience. Immediately inform the faculty supervisor of any concerns regarding the student teacher. The faculty supervisor can be reached directly and provides a phone number and times of availability. Establish a time to talk with the student teacher about his/her activities, impressions, reflections, suggestions for goals, and areas of improvement. STUDENT TEACHING GRADING CRITERIA Implementation of Teacher Work Sample 20% Weekly Commentaries 15% Description of daily work What was learned from the experience What is planned for the next week Minimum of two formal observations by Faculty Supervisor 50% (Includes submission of lesson plans, including assessments, prior to each observation) Implementation of Professional Growth Plan and commentary 5% Attitude and professionalism 10% Total 100% Grading Scale: A = A- = B+ = B = B- = C+ = C = C- = D+ = D = F = 64 and below Note to Faculty: Weighting of assignments cannot be changed for this course. Students are required to achieve at least a B in order to pass student teaching. (A B-minus or below is not a passing grade.) 39

40 Student Teaching Final Grade Student: IRN: Placement Site: Cooperating Teacher: Student Teaching Dates: Faculty Supervisor: Date of Grade Submission: Grade: Faculty Signature: Please ensure that all necessary evaluation forms are attached. Submit this form as directed by the Campus. STUDENT TEACHING EVALUATION Excellent: Teachers at this level are master teachers and make a contribution to the field, both within and outside their school. Their classrooms operate at a qualitatively different level, consisting of a community of learners, with students highly motivated and engaged and assuming considerable responsibility for their own learning. Very Good: The student teacher clearly understands the concepts underlying the component and implements it well. Most experienced, capable teachers will regard themselves and be regarded by others as performing at this level. Satisfactory: The student teacher appears to understand the concepts underlying the component and attempts to implement its elements. However, implementation is sporadic, intermittent, or otherwise not entirely successful. Additional reading, discussion, visiting classrooms of other teachers, and experience (particularly supported by a mentor) will enable the student teacher to become proficient in this area. Needs Improvement: The student teacher does not yet appear to understand the concepts underlying the component. Working on the fundamental practices associated with the elements will enable the student teacher to grow and develop in this area. 40

41 Unsatisfactory: Any unsatisfactory remarks will be reviewed in the context of the student s overall performance during the student teaching experience. The student may be required to repeat the student teaching experience. 41

42 DOMAIN ONE: PLANNING AND PREPARATION Excellent Very Good Satisfactory Needs Improvemint Unsatisfactory No Chance to Observe Demonstrates solid knowledge of content and pedagogy. Uses differing viewpoints, theories, and methods of inquiry. Establishes high expectations for all students. Plans instruction in order to meet the needs of diverse learners. Prepares daily with written plans; plans at least a week in advance. Develops instructional activities that are age-appropriate and tied to student outcomes. Uses a variety of formal and informal strategies to assess instructional goals. Other Narrative 42

43 DOMAIN TWO: LEARNING ENVIRONMENT Excellent Very Good Satisfactory Needs Improvement Unsatisfactory No Chance to Observe Establishes a learning community that is safe, warm, and caring. Establishes and implements clear standards of conduct. Maintains interactions that are polite and respectful. Effectively monitors student behavior. Starts promptly; effectively organizes and manages tasks for individuals and groups. Establishes efficient systems for non-instructional duties and scheduling such as record keeping, attendance, and other duties. Deals effectively with serious discipline problems. Other Narrative 43

44 DOMAIN THREE: INSTRUCTION Excellent Very Good Satisfactory Needs Improvement Unsatisfactory No Chance to Observe Is skillful in lecturing, leading discussions, and giving directions. Employs questioning strategies that are of high quality, allow time for student responses, and which generally engage all students. Modifies lessons, assessments, and teaching style to accommodate the needs of students. Communicates in ways that are appropriate for diverse student populations. Uses effective resource materials, including technology, to engage students. Uses appropriate assessments to monitor student learning. Provides high-quality feedback in a timely manner. Works effectively on an individual basis with students. Models good verbal and written skills. Other Narrative 44

45 DOMAIN FOUR: THE PROFESSIONAL EDUCATOR Excellent Very Good Satisfactory Needs Improvement Unsatisfactory No Chance to Observe Serves as a positive role model and demonstrates a nurturing and caring attitude toward students. Is open to constructive criticism and willing to implement specific suggestions. Uses appropriate dress and grooming. Is reliable and cooperative. Works as a team player within the school community. Understands social, ethical, legal, and human issues in education and applies those principles in practice. Is committed to teaching and education. Demonstrates confidence, poise, enthusiasm, and ability to motivate. Other Narrative 45

46 Report of Supervisory Visit Student Teacher: Date of Visit: School: Cooperating Teacher: Subjects/Grade Level: Faculty Supervisor: Areas of Strength: Areas of Refinement: 46

47 FACULTY SUPERVISOR EVALUATION Student Name: Date: School/District: Faculty Supervisor: This form is to be completed by the Student Teacher and returned to the University of Phoenix Academic Counselor, who will forward the form to the Campus College Chair. Rate the following items on a scale of 1 (low; did not meet expectations) to 5 (high; exceeded expectations). 1 (LOW) (HIGH) Raised questions that encourage student teacher to explore alternatives in problem solving. Established good rapport with student teacher. Appropriately supported student teacher s professional development. Gave appropriate feedback with suggestions to student teacher. Was available to consult with student teacher as needed. Identified and communicated student teacher s strengths and weaknesses. Other I was observed, evaluated, and given feedback by my Faculty Advisor at least two times (circle one). Yes No Comments: 47

48 COOPERATING TEACHER EVALUATION Student Name: Date: School/District: Cooperating Teacher: This form is to be completed by the Student Teacher and returned to the University of Phoenix Academic Counselor, who will forward the form to the Campus College Chair. Rate the following items on a scale of 1 (low; did not meet expectations) to 5 (high; exceeded expectations). 1 (LOW) (HIGH) Raised questions that encourage student teacher to explore alternatives in problem solving. Established good rapport with student teacher. Appropriately challenged and supported student teacher s professional development. Provided clear and useful suggestions. Gave appropriate feedback to student teacher. Assisted student teacher in planning effective goals and objectives. Demonstrated different teaching strategies. Consulted and collaborated with student teacher on a daily basis. Could identify student teacher s professional and personal strengths and weaknesses. Other I was observed, evaluated, and given feedback by my Cooperating Teacher at least two times (circle one). Yes No Comments: 48